Schools weak in most essential supports were four to five times more likely to stagnate than schools with strong overall organizational capacity¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2011: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Schools demonstrating weakness on most core indicators were four to five times more likely to stagnate in learning gains than schools with strong overall organizational capacity scores. → Sebring 2006
Evidence¶
Sebring 2006¶
Sebring, P. B., Allensworth, E., Bryk, A. S., Easton, J. Q., & Luppescu, S. (2006). The Essential Supports for School Improvement. Research Report, Consortium on Chicago School Research at the University of Chicago. https://consortium.uchicago.edu/publications/essential-supports-school-improvement
q2 · i? · associational · r2
Observational analysis of Chicago elementary schools comparing stagnation in ITBS learning gains across schools classified by strength on the essential-support indicators measured from 1994 CCSR surveys. Weak-support schools were "four to five times more likely to stagnate."
"Schools demonstrating weakness on most of the core indica -tors were four to five times more likely to stagnate than schools with strong overall organizational capacity scores."
Discussion¶
Related Claims¶
- Schools serving highly disadvantaged students with strong organizational supports improve learning and retain teachers as well as more advantaged schools — related
- Schools strong in the essential supports are more likely to improve student learning over time — related
- Elementary schools strong on at least three of five essential organizational elements were 10 times more likely to improve and 30 times less likely to stagnate — related
- Chicago schools strong in most of the five essential supports were about 10 times more likely to show substantial gains in reading and mathematics — related
- Factor analysis of the Chicago school surveys produced thirteen composite indicators, which with four stand-alone measures yielded seventeen overall indicators — related
- Schools strong in five essential supports were at least ten times more likely to show substantial reading and math gains — related
- About 18 percent of elementary school faculties are highly engaged, with another 33 percent moderately active — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
weak-essential-supports-four-to-five-times-stagnation |
title |
Schools weak in most essential supports were four to five times more likely to stagnate than schools with strong overall organizational capacity |
description |
Schools weak in most essential supports were four to five times more likely to stagnate than schools with strong overall organizational capacity |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2006 |
recheck_by |
2011 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sebring-2006 |
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