Judging school improvement requires reading learning gain trends and output trends simultaneously, since either trend monitored alone can mislead¶

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

Subclaims¶

q2 i? The guide concludes that improvement efforts should be classified by looking simultaneously at both the learning gain trends and the output trends, which together provide a more detailed summary of changing school productivity over time. → Anthony S. Bryk 1998

Evidence¶

Anthony S. Bryk 1998¶

Anthony S. Bryk, Yeow Meng Thum, John Q. Easton, Stuart Luppescu. (1998). Mining Productivity: How to Read Your Productivity Profile. Consortium on Chicago School Research. https://consortium.uchicago.edu

q2 · i? · theoretical · r?

The guide's interpretive walkthrough of illustrative school profiles (Schools A through D) in the Interpreting Productivity Profiles section concludes that readers must "look simultaneously at both the learning gain trends and output trends" to classify improvement efforts, because single trends read separately can mislead.

"we need to look simultaneously at both the learning gain trends and output trends to classify improvement efforts. Taken together, these two trends provide a more detailed summary of changing school productivity over time."

Discussion¶

Related Claims¶

• Productivity profiles in adjacent grades are negatively related, so judging a school from selected grades alone can be very misleading — related
• Profile trends labeled up or down are determined by statistical criteria, so those labels denote statistically significant trends — related
• CPS elementary school productivity improvements stalled after 1997, with no evidence of significant productivity growth since then — related
• CPS elementary ITBS scores improved across the 1990s in both reading and math for all age groups, but trend gains flattened after 1998 — related
• CPS academic productivity gains peaked in 1997, with 1999 gains uniformly lower than 1997 gains at all grades — related
• Chicago graduation rates improved steadily since the early 1990s except for the first two cohorts subject to the eighth-grade promotion standard, and age-16 dropout rates declined for the last five years — related
• For cohorts born since 1990, reading progress increased while math progress slowed — related