Most IDS and Renaissance 2010 teachers fell below proficient on communication skills, and a majority of teachers including AMPS teachers ranked basic or unsatisfactory on quality of questions¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The majority of teachers in IDS and Renaissance 2010 schools failed to reach the proficient level for key communication skills such as communicating the importance of the lesson, setting high expectations for learning, and providing clear explanation of content. → Daniel C. Humphrey 2009 q2 i? On the quality of questions they asked, a majority of teachers, even AMPS teachers, ranked at the basic or unsatisfactory level. → Daniel C. Humphrey 2009 (2)

Evidence¶

Daniel C. Humphrey 2009¶

Daniel C. Humphrey, Patrick M. Shields. (2009). High School Reform in Chicago Public Schools: An Overview. SRI International / Consortium on Chicago School Research. https://eric.ed.gov/?q=High+School+Reform+in+Chicago+Public+Schools+An+Overview

q2 · i? · design · r2

Observation ratings on communication dimensions (Exhibit 8) from the 78-classroom exploratory study. The authors attribute these deficiencies to the large numbers of beginning teachers (27% overall) and the early timing of observations; no effect size was printed.

"the majority of teachers in IDS and Renaissance 2010 schools failed to reach the proficient level for such key teaching skills as communicating the importance of the lesson they were teaching, setting high expectations for learning, and providing clear explanation of content."

Daniel C. Humphrey 2009 (2)¶

Daniel C. Humphrey, Patrick M. Shields. (2009). High School Reform in Chicago Public Schools: An Overview. SRI International / Consortium on Chicago School Research. https://eric.ed.gov/?q=High+School+Reform+in+Chicago+Public+Schools+An+Overview

q2 · i? · associational · r1

Observation ratings on instructional demand dimensions (Exhibit 9) from the same 78-classroom study. The report states these elements "generally suggested a low level of instructional rigor"; no effect size was printed.

"Insofar as the quality of the questions they asked, a majority of teachers—even AMPS teachers—ranked at the basic or unsatisfactory level."

Discussion¶

Related Claims¶

• Teachers rated basic or unsatisfactory in classroom management were unlikely to achieve high ratings on instructional practices, especially instructional demand — related
• Across 78 observed classrooms, 46% of teacher ratings were at the unsatisfactory or basic level, with AMPS teachers earning generally higher ratings than IDS and Renaissance 2010 teachers — related
• Renaissance 2010 high schools showed a similar pattern of failing to meet EXPLORE-to-PLAN growth expectations — related