Writing assignments made more challenging demands than mathematics assignments across all three grades, with grade-level patterns differing by subject¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1998 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Compared to mathematics, writing assignments made more challenging demands in all three grades, and sixth and eighth grades tended to show higher proportions of assignments in the top two challenge categories than third grade. → Newmann 1998

Evidence¶

Newmann 1998¶

Newmann, F. M., Lopez, G., & Bryk, A. S. (1998). The Quality of Intellectual Work in Chicago Schools: A Baseline Report. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/quality-intellectual-work-chicago-schools-baseline-report

q2 · i? · associational · r1

Analysis of scored assignments shown in Figure 11 comparing subjects and grade levels. The report also notes that within mathematics, grade six had a higher percentage in the top two categories than grades three and eight, while in writing grade eight led, followed by grade six, with grade three lowest.

"Compared with third grade, sixth and eighth grade tended to show a higher proportion of both writing and mathematics assignments in the top two categories of moderate and extensive challenge; compared to mathematics, writing assignments made more challenging demands in all three grades."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — moderator: an instructional effect differs with it

Related Claims¶

• A majority of writing and mathematics assignments in 12 Chicago Annenberg schools fell into the lowest two challenge categories — related
• More than 80 percent of sixth and eighth grade mathematics assignments in 1999 provided only minimal or no intellectual challenge — related
• Writing assignments in 1999 showed more intellectual challenge than mathematics, with 48 to 64 percent reaching moderate or extensive challenge depending on grade — a narrower finding that bears on this claim
• Assignment quality improved between 1997 and 1999, yet math assignment challenge remained very low — related
• The intellectual quality of classroom assignments in Annenberg Challenge schools improved between 1997 and 1999, though some 1999 averages were lower than 1998 — related