Students' social support is positively related to one-year reading and math achievement gains in Chicago middle grades, controlling for background and school characteristics¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students with high social support gained more in reading and math on the ITBS than students with low support, after controls. → Valerie E. Lee 1999
Evidence¶
Valerie E. Lee 1999¶
Valerie E. Lee, Julia B. Smith, Tamara E. Perry, Mark A. Smylie. (1999). Social Support, Academic Press, and Student Achievement: A View from the Middle Grades in Chicago. Chicago Annenberg Research Project, Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/social-support-academic-press-and-student-achievement-view-middle-grades-chicago
q2 · i? · associational · r2
HLM analysis of 1997 Consortium survey and ITBS data from 28,318 sixth and eighth graders in 304 Chicago schools, controlling for student background and school demographics. High-support students gained "1.42 GEs" in reading and "1.67 GEs" in math versus 0.56 and 0.93 GEs for low-support students.
"among students who experienced high levels of social support, reading achievement increased on an average of 1.42 GEs (1 year, 4.2 months). Among these students, math achievement increased on an average of 1.67 GEs (I year, 6.7 months)."
Discussion¶
Learner Variables¶
- Social Supports — predictor: learners who differ on it differ in outcomes
Related Claims¶
- School academic press is positively related to school-average reading and math achievement gains in Chicago middle grades — related
- Chicago students gain most in achievement when strong academic press and strong social support occur together, and learn less when either is strong and the other weak — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
social-support-positive-achievement-gains-chicago |
title |
Students' social support is positively related to one-year reading and math achievement gains in Chicago middle grades, controlling for background and school characteristics |
description |
Students' social support is positively related to one-year reading and math achievement gains in Chicago middle grades, controlling for background and school characteristics |
status |
review |
evidence_strength |
moderate |
newest_evidence |
1999 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — valerie-e-lee-1999 |
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