Schools where students and teachers reported frequent use of standards-aligned practices showed stronger assessment gains than schools with few reports of frequent use¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2022 · 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? In schools where students and teachers reported frequently using standards-aligned practices in math and science classes, assessment gains were stronger than in schools where few students or teachers reported frequent use. → New research: Chicago showed instructional improvements under standards reform 2022
Evidence¶
New research: Chicago showed instructional improvements under standards reform 2022¶
New research: Chicago showed instructional improvements under standards reform, while many other places did not. (2022). UChicago Consortium on School Research. https://consortium.uchicago.edu
q2 · i? · associational · r?
This is a school-level comparison from the districtwide study of surveys, interviews, and achievement data between 2014-15 and 2017-18. The release reports "stronger gains on assessments" in high-use schools than in low-use schools. No effect size or test statistic is printed.
"In schools where students and teachers reported frequently using standards-aligned practices in their math and science classes, there were stronger gains on assessments than in schools where few students or teachers reported frequent use of standards-aligned practices"
Discussion¶
Related Claims¶
- Math and science instruction improved in Chicago during the years of standards reform, based on student survey reports of classroom experiences before and after reform — related
- High-dosage tutoring, frequent teacher feedback and coaching, and data-driven instructional practices show moderately strong evidence of association with charter-school achievement impacts — related
- Three student-centered practices were associated with lower 2nd-grade math achievement — related
- Assessment for learning improves achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
standards-aligned-practices-stronger-gains |
title |
Schools where students and teachers reported frequent use of standards-aligned practices showed stronger assessment gains than schools with few reports of frequent use |
description |
Schools where students and teachers reported frequent use of standards-aligned practices showed stronger assessment gains than schools with few reports of frequent use |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — new-research-chicago-showed-instructional-improvements-under-standards-reform-2022 |
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