Student reports of standards-aligned instructional practices improved more in Chicago middle-grade schools with more extensive CCSS-M professional learning¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Student-reported instructional practices aligned to the standards improved significantly more post-implementation in schools with more extensive professional learning. → Key Questions: How did students' reports of instructional practices 2018

Evidence¶

Key Questions: How did students' reports of instructional practices 2018¶

Key Questions: How did students' reports of instructional practices, their test scores, grades, and pass rates in math change with implementation of the CCSS-M, based on their schools' level of participation in standards-related PL?. (2018). AERA Open. https://aeraopen.org

q2 · i? · causal · r?

This outcome measure, student reports of standards-aligned instructional practices, was one of the outcomes in the difference-in-differences comparison across schools with different professional-learning participation levels, and it improved significantly more in higher-participation schools. No effect size is printed.

"there were significantly greater improvements in student reports of standards-aligned instructional practices"

Discussion¶

Related Claims¶

• Benefits of CCSS-M professional learning in Chicago middle grades were concentrated among students with low and average prior math achievement, and were largely not significant for high achievers — related
• In Chicago middle grades, schools with more extensive CCSS-M professional learning showed significantly greater post-implementation improvements in instructional practices, math grades, pass rates, and test scores — possibly the same claim (merge candidate)
• In elementary grades, students in schools with extensive standards-related professional development reported significantly larger improvements in academic demand, rigor, instructional clarity, and teacher support than students in schools with limited professional development — related
• Professional learning opportunities are strongly related to teachers' use of standards-aligned instructional practices in math and science — related
• In high schools, extensive-PD schools started with significantly lower rigor and teacher support but closed the gap by early implementation, while academic demand and clarity improved at rates comparable to limited-PD schools — related
• Frequency, content, and quality of professional development are each positively related to elementary teachers' use of interactive instruction — related
• Eleventh-grade ACT math scores changed similarly across schools regardless of their level of standards-related professional development — related
• Math course passing rates improved significantly more in elementary schools with extensive professional development, while course grades improved at similar rates across PD levels — related
• Deep Support schools showed significantly larger test-score improvements but smaller improvements in academic demand, teacher support, and elementary grades than non-Deep-Support schools — related
• Between 2014 and 2018, most states did not significantly change their content standards while districts increasingly provided standards-aligned supports — a broader claim this one bears on