Grantee: PERTS
Study Type: Development and validation of conceptual framework
Principal Investigator: Sarah Gripshover – PERTS
Project Description: PERTS and the University of Chicago Consortium on School Research (UCCSR) partnered together to develop a continuous improvement framework, Elevate, which seeks to provide educators evidence-based recommendations for improving learning conditions that are associated with students’ academic performance. In Elevate, these learning conditions are offered alongside practical measures that equip educators to monitor conditions in real-time and make data-driven decisions about what practices to adopt, adapt, or abandon in the service of building an optimal learning environment for students.
This report sought to quantify the relationship between math achievement and learning conditions in the Elevate framework, and explore variability in conditions over time. PERTS and the researchers collected data from over 4,000 U.S. students in eighth through 12th grade during October through March of the 2019-20 academic year. After accessing data on schools and students, the team examined associations between three learning conditions—Teacher Caring, Meaningful Work, and Feedback—and students’ likelihood of earning a grade of B or better in mathematics.
Key Findings: Study findings revealed that students were more than twice as likely to earn a B or better in math when they rated learning conditions more positively rather than most negatively. Positive changes in learning conditions were associated with positive changes in students’ math grades and vice versa. Importantly, however, learning conditions did worsen on average across the school year.
Study Citation: Gripshover, S., Allison Londerée, A., Ahuvia, I., Shyjka, A., Kroshinsky, F., Ryan, N., Farrington, C., & Paunesku, C. (2022). Learning conditions are an actionable, early Indicator of math learning. Chicago Consortium on School Research Report.
Full report here.
The Key Findings above were reproduced from the published report and do not necessarily reflect interpretation of Overdeck Family Foundation staff.
