Similar introductory lessons on the same topics were observed across grades separated by multiple years, indicating little curricular development¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Classroom observations found the same topics and skills taught again and again across grades with little to no development in content, depth, or complexity. → Julia B. Smith 1998

Evidence¶

Julia B. Smith 1998¶

Julia B. Smith, BetsAnn Smith, Anthony S. Bryk. (1998). Setting the Pace: Opportunities to Learn in Chicago's Elementary Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/setting-pace-opportunities-learn-chicago-public-elementary-schools

q2 · i? · associational · r2

Observation of math instruction across grades 2, 5, 8, 9, and 10 found introductory lessons on parallelograms presented identically across all grades. High school students spent as much time defining basic literary concepts as elementary counterparts.

"the same topics and skills were being taught again and again, with little to no development in their content, depth, or complexity."

Discussion¶

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