Between 1991 and 1994, elementary teachers' test-preparation time increased and responses converged toward moderate agreement on reform items¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? More teachers in 1994 than in 1991 report spending 13 or more hours preparing students for standardized tests such as the IGAP and ITBS; nearly half of teachers fell in this top category in 1994. → Sebring 1995

Evidence¶

Sebring 1995¶

Sebring, P. B., Bryk, A. S., Easton, J. Q., Luppescu, S., Thum, Y. M., Lopez, W. A., & Smith, B. (1995). Charting Reform: Chicago Teachers Take Stock. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-chicago-teachers-take-stock

q2 · i? · associational · r2

Comparison of the 245 elementary schools that participated in both the 1991 and 1994 teacher surveys. The authors note this testing orientation, already high in 1991, increased further, and that schools must ask whether they have achieved the proper balance between test preparation and broader instructional goals.

"Teachers report an increase in the number of hours spent in preparing students for standardized tests such as the IGAP and ITBS."

Discussion¶

Related Claims¶

• The Charting Reform surveys reached 266 elementary schools and 40 high schools in Chicago in Spring 1994 — related
• The share of CPS elementary teachers spending 12 or more hours on test preparation rose from 44 percent in 1991 to 64 percent in 1997 — possibly the same claim (merge candidate)
• Chicago elementary teachers are moderately positive about school reform, with about 60 percent agreeing their school is getting better since reform began — related
• Chicago elementary teachers spent an estimated 155,464 hours preparing students for standardized tests in 1990-1991 — related