Strong personalized student supports tend to accompany strong freshman course performance but may not be essential¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Three of the four schools with strong course performance also had strong student supports, but one school produced strong outcomes without them. → W. David Stevens 2008

Evidence¶

W. David Stevens 2008¶

W. David Stevens. (2008). If Small Is Not Enough . . . ? The Characteristics of Successful Small High Schools in Chicago. Consortium on Chicago School Research at the University of Chicago. https://consortium.uchicago.edu/publications/if-small-not-enough-characteristics-successful-small-high-schools-chicago

q2 · i? · associational · r2

Results-section comparison across the ten CHSRI schools: the student-supports factor combined six survey measures, and the report notes "three of the four schools with strong course performance also had strong student supports," while School 4 succeeded without them.

"Yet, three of the four schools with strong course performance also had strong student supports, suggesting that schools with the outcome tend to share this characteristic. Given this strong tendency in our sample and other studies showing the importance of personalized environments for students, we believe it is more likely that strong student supports are an important component of successful schools."

Discussion¶

Related Claims¶

• In CHSRI small high schools, strong freshman course performance is associated with the combination of developmental practices, deep principal leadership, and teacher influence — a broader claim this one bears on
• None of the three key organizational characteristics is individually sufficient for strong freshman course performance in CHSRI small schools — related
• Students report fewer violent incidents and a personalized, supportive environment in CHSRI small schools — related
• An equity and personalization focus led teachers to apply elements of formative assessment without extensive formal training — related
• Equity as a core value is the first distinguishing finding that drives personalization of student learning in these schools — related