The five essential supports matter in combination: strength on clusters of supports, not isolated domains, predicts improvement¶

Claim · All claims
Evidence · 1 study · design r1 · q2
Currency · newest study 2014 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The five essential supports highlighted the combined importance of school leadership, professional capacity, parent-community ties, a student-centered learning environment, and instructional guidance. → Sebring P. 2014

Evidence¶

Sebring P. 2014¶

Sebring P., & Montgomery, N. (2014). The Five Essential Supports for School Improvement: Mobilizing the Findings. Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana, 51(1), 63-85. https://consortium.uchicago.edu/publications/five-essential-supports-school-improvement-mobilizing-findings doi:10.7764/pel.51.1.2014.7

q2 · i? · design · r1

The paper's overview describes the 2010 UChicago Consortium book's central finding that the five organizational domains matter in combination, enumerating all five domains as printed. The improvement odds associated with cluster strength are reported in the sibling claim about the ten-fold likelihood comparison.

"These “five essential supports” highlighted the combined importance of school leadership, professional capacity, parent-community ties, a student-centered learning environment, and instructional guidance."

Discussion¶

Related Claims¶

• Schools strong on clusters of the five essential supports were 10 times more likely to improve learning of reading and mathematics — a narrower finding that bears on this claim
• Building a strong learning climate by supporting and guiding teacher collaboration around common goals is highlighted as a key finding — related
• Principals with higher FFL scores make larger estimated contributions to student achievement growth (concurrent validity) — related
• In CHSRI small high schools, strong freshman course performance is associated with the combination of developmental practices, deep principal leadership, and teacher influence — a narrower finding that bears on this claim
• Schools with strong teacher collaboration are more effective at improving learning than schools with strong individuals but little collaboration — a narrower finding that bears on this claim
• Chicago school organizational supports (leadership, professional capacity, parent involvement) improved across eras, but instructional quality did not, and student-reported teacher support declined after 2005 — related
• Initial improvements in Annenberg schools' organizational capacity by 1999 largely disappeared by 2001, leaving little net change — related
• Schools strong in five essential supports were at least ten times more likely to show substantial reading and math gains — a narrower finding that bears on this claim
• None of the three key organizational characteristics is individually sufficient for strong freshman course performance in CHSRI small schools — a narrower finding that bears on this claim