Chicago Classroom Demands for Authentic Intellectual Work: Trends from 1997-1999

October, 2000
Anthony S. Bryk, Jenny Nagaoka, and Fred M. Newmann
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Previous Consortium research found that when teachers assign more demanding classroom tasks, most students were able to complete them and demonstrate more complex intellectual performance. This data brief of the Chicago Annenberg Research Project presents information on the prevalence of these kinds of assignments in a field sample of Annenberg Challenge schools between 1997-1999.

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