Displaced students in receiving schools with high student-teacher trust and teacher personal attention showed larger reading and math gains than those in low-support schools¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students in schools with low teacher personal attention were two months behind expected in reading, while those in the highest-quartile schools learned somewhat more than expected; low-trust schools showed students more than three months behind in reading. → Marisa de la Torre 2009

Evidence¶

Marisa de la Torre 2009¶

Marisa de la Torre, Julia Gwynne. (2009). When Schools Close: Effects on Displaced Students in Chicago Public Schools. Consortium on Chicago School Research, University of Chicago Urban Education Institute. https://consortium.uchicago.edu/publications/when-schools-close-effects-displaced-students-chicago-public-schools

q3 · i? · causal · r?

Moderator analysis using CCSR survey measures of student-teacher interaction (Figure 10): teacher personal attention reading ranged -2.11 (Q1) to +0.90 (Q4), student-teacher trust reading -3.23 (Q1) to +0.64 (Q4); effects significant for reading (p < 0.01) and math (p < 0.05 or 0.01), more pronounced for reading than math.

"students who enrolled in schools where there was a high level of trust between students and teachers had achievement levels of over half a month higher in reading and one month in math than expected. Students who were in schools with a low level of trust between students and teachers were more than three months behind their expected level in reading"

Discussion¶

Related Claims¶

• School closings showed no statistically significant long-term effects on displaced students' reading or math achievement two and three years later — related
• Displaced students in the highest-achieving receiving schools gained about a month in reading and over two months in math above expectations, while those in the weakest schools lost achievement — related
• Students show the highest learning gains in classes that are both challenging and where students actually do work aligned with teachers' expectations; grades are higher in challenging classrooms with high support than in easier classrooms with little support — related
• Academic impacts of closures hinge on the quality of receiving schools, and fewer than half of displaced students transfer to higher-performing schools — a broader claim this one bears on
• One year after leaving closing schools, displaced students' reading and math achievement returned to expected levels, with no additional negative or positive effects — related