When compared within racial/ethnic groups, large CPS-versus-rest-of-state gaps disappear, and some CPS groups outperform their counterparts¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Comparing racial/ethnic groups in CPS to their counterparts in the rest of the state eliminates the big overall gaps, with some CPS groups consistently outperforming counterparts. → John Q. Easton 2007

Evidence¶

John Q. Easton 2007¶

John Q. Easton, Stuart Luppescu, Todd Rosenkranz. (2007). 2006 ISAT Reading and Math Scores in Chicago and the Rest of the State. Research Brief, Consortium on Chicago School Research at the University of Chicago. https://consortium.uchicago.edu/publications/2006-isat-reading-and-math-scores-chicago-and-rest-state

q2 · i? · associational · r2

Observational comparison of 2006 ISAT scores disaggregated by race/ethnicity (African-American, Latino, White, Asian) between CPS and the rest of Illinois; no standardized effect size is printed for this summary statement.

"Our findings show that the big gaps between students in CPS and in the rest of the state disappear when we compare racial/ethnic groups in CPS to their counterparts in the rest of the state."

Discussion¶

Learner Variables¶

• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• The eighth-grade reading gap between Chicago and rest-of-state African-American students disappears and reverses in Chicago's favor — a narrower finding that bears on this claim
• The Chicago-versus-rest-of-Illinois gap in ISAT math also narrows in upper grades, but less than in reading — related
• Chicago Latino students underperform rest-of-state Latino counterparts slightly in third grade but outperform them in eighth-grade reading — a narrower finding that bears on this claim
• Chicago White students score as well as or better than rest-of-state White peers in reading, and about the same in math — a narrower finding that bears on this claim
• Asian and white CPS students score consistently higher than Latino and African-American students in reading and math, and Asian students score significantly higher in math than white students — related
• The gap between Chicago Public Schools students and other Illinois students in ISAT reading is about half as large in eighth grade as in third grade — a narrower finding that bears on this claim
• Disaggregating by race and income can show aggregate subgroup gaps largely reflect differing subgroup compositions (hypothetical example) — a broader claim this one bears on