Test preparation demands slow instruction, with the spring review season beginning earlier and lasting longer each year of the study¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Demands for improved grade and test outcomes slow instruction as teachers stop introducing new material to review for mandated tests, and this test prep season began earlier each successive year. → Julia B. Smith 1998

Evidence¶

Julia B. Smith 1998¶

Julia B. Smith, BetsAnn Smith, Anthony S. Bryk. (1998). Setting the Pace: Opportunities to Learn in Chicago's Elementary Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/setting-pace-opportunities-learn-chicago-public-elementary-schools

q2 · i? · qualitative · r2

Field study finding from observations and interviews in Chicago elementary schools. During the first year of field studies (1994), review typically began in March, and in each successive year the test prep season began earlier and lasted longer.

"The most predictable and extensive instructional slowdown occurs during the spring, as teachers stop introducing new material to review and practice for the state-mandated achievement tests and the Iowa Tests of Basic Skills."

Discussion¶

Related Claims¶

• ISAT scores are not comparable over time: students with identical earlier and later test scores earned different seventh-grade ISAT scores depending on the year tested — related
• Seasonal growth patterns were examined with math and reading scores for over seven million K-8 students across three within-year test occasions — related