Strong instructional program coherence is uncommon among Chicago elementary schools¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2004: local conditions change quickly

Subclaims¶

q2 i? Field ratings showed substantial variation in coherence, with eight of 11 schools rated 33 or below on a scale where the highest possible score is 52. → Newmann 2001

Evidence¶

Newmann 2001¶

Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). School Instructional Program Coherence: Benefits and Challenges. Consortium on Chicago School Research. https://eric.ed.gov/?id=ED

q2 · i? · qualitative · r2

Field study of 11 Chicago Annenberg Challenge elementary schools rated on 13 coherence indicators using a 4-point scale per indicator. The authors conclude "strong instructional coherence is not common among Chicago elementary schools."

"The field reports indicated substantial variation in instructional program coherence, as shown in Figure 1. While three schools rated fairly close to the highest possible score of 52, eight of the 11 schools were rated 33 or below."

Discussion¶

Related Claims¶

• Teacher survey reports of instructional program coherence correlate strongly with researchers' field-based ratings of coherence — related
• Over two decades, Chicago teachers reported increasing program coherence and higher trust in their principals — related