Instruction Study

Product or Programme · All products and programmes
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

A Chicago Public Schools district-wide dataset created by Stevens et al. that links student and teacher reports of instruction in specific high-school classes with transcript-based classroom assignments, grades, and ACT EPAS achievement gains.

Components

• Instruction Study classroom survey dataset and analysis: The Instruction Study used district-wide high school student and teacher survey reports of experiences in specific classes to identify instructional elements associated with students' grades and gains on ACT's EPAS system. Students in grades 9-12 in all CPS non-alternative high schools were surveyed in fall 2009 and grouped into classes using transcript data on course number, period, and teacher ID. The grades analysis was based on 58,824 students in 2,575 classrooms in 88 high schools; the test-score-gains analysis covered 8,754 students in 794 classrooms in 70 high schools. (Stevens et al. (2014))

Claims

• Instruction must be challenging for learning gains, but raising challenge without classroom control and student support harms grades and engagement [+M]

Related Products and Programmes

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Key Sources

• Stevens, W. D., Allensworth, E. M., Pareja, A. S., de la Torre, M., Gwynne, J. A., Rosenkranz, T., & Sebastian, J. (2014). Free to Fail or On-Track to College: An Introduction to the UChicago CCSR Research Series. UChicago CCSR Research Brief. https://ccsr.uchicago.edu

Page metadata

Field	Value
type	product
id	instruction-study
title	Instruction Study
description	A Chicago Public Schools district-wide dataset created by Stevens et al.
status	review
product_kind	dataset
generated	by process:settle-candidates on 2026-10-09
trust	unverified — no one has confirmed this page's content

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