Download or read book Reforming Chicago s High Schools written by Valerie E. Lee and published by . This book was released on 2002 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book is the culmination of research presented at an invited conference, Research on high school reform efforts in Chicago, convened by the Consortium of Chicago School Research in March 2001 at the University of Chicago's Gleacher Center." --title page verso

Download or read book Reclaiming Our Schools written by Maribeth Vander Weele and published by Wild Onion Books. This book was released on 1994 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book School Reform in Chicago written by Alexander W. W. Russo and published by . This book was released on 2004 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: School Reform in Chicago shares the lessons learned from the city of Chicago's school reform efforts over the past two decades, the most ambitious in history, becoming a huge laboratory for innovations in areas such as school governance, leadership, accountability, and community involvement. In 1987, the U.S. Secretary of Education embarrassed the city of Chicago by calling its public schools the worst in the nation. Chicagoans may have been tempted to brush off that observation as heavy-handed Washington bluster. But, the secretary was only repeating what civic leaders, educators, parents, and students there already knew: the city's schools were failing, and they desperately needed fresh resources, organization, ideas, and purpose. Over the next decade, Chicago underwent the most ambitious school reform effort in history, becoming a huge laboratory for school reform innovations in areas such as governance, leadership, accountability, and community involvement. Along the way, there were many notable successes, spectacular flops, and lessons learned. In highlighting the key issues and dynamics of Chicago's reforms, this book identifies challenges and solutions that are applicable to other school systems. For example: Former accountability czar Philip J. Hansen discusses controversial school accountability and intervention initiatives. Ken Rolling, former head of the Chicago Annenberg Challenge, reflects on how privately funded school reform efforts can succeed if they overcome some chronic problems. Andrew G. Wade and Madeline Talbott show how parent and community involvement can support school improvement. Other article highlights include the struggle to improve instruction, teacher professional development, ending social promotion, the view from inside the city bureaucracy, and the importance of rebuilding physical spaces to accommodate new instructional goals.

Download or read book Charting Chicago School Reform written by Anthony Bryk and published by Routledge. This book was released on 2018-03-08 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1989, Chicago began an experiment with radical decentralization of power and authority. Intertwining extensive narratives and rigorous quantitative analyses, this book tells the story of what happened to Chicagos elementary schools in the first four years of this reform. }In 1989, Chicago began an experiment with radical decentralization of power and authority. This book tells the story of what happened to Chicagos elementary schools in the first four years of this reform. Implicit in this reform is the theory that expanded local democratic participation would stimulate organizational change within schools, which in turn would foster improved teaching and learning. Using this theory as a framework, the authors marshal massive quantitative and qualitative data to examine how the reform actually unfolded at the school level.With longitudinal case study data on 22 schools, survey responses from principals and teachers in 269 schools, and supplementary system-wide administrative data, the authors identify four types of school politics: strong democracy, consolidated principal power, maintenance, and adversarial. In addition, they classify school change efforts as either systemic or unfocused. Bringing these strands together, the authors determine that, in about a third of the schools, expanded local democratic participation served as a strong lever for introducing systemic change focused on improved instruction. Finally, case studies of six actively restructuring schools illustrate how under decentralization the principals role is recast, social support for change can grow, and ideas and information from external sources are brought to bear on school change initiatives. Few studies intertwine so completely extensive narratives and rigorous quantitative analyses. The result is a complex picture of the Chicago reform that joins the politics of local control to school change.This volume is intended for scholars in the fields of urban education, public policy, sociology of education, anthropology of education, and politics of education. Comprehensive and descriptive, it is an engaging text for graduate students and upper-level undergraduates. Local, state, and federal policymakers who are concerned with urban education will find new and insightful material. The book should be on reading lists and in professional development seminars for school principals who want to garner community support for change and for school community leaders who want more responsive local institutions. Finally, educators, administrators, and activists in Chicago will appreciate this detailed analysis of the early years of reform.

Download or read book Turning Around Low Performing Schools in Chicago written by Marisa De la Torre and published by . This book was released on 2012-02-05 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report finds that four years after undergoing dramatic reform efforts such as turnaround, very low-performing elementary schools in Chicago closed the gap in test scores with the system average by almost half in reading and two-thirds in math. The improvements took time to develop; test scores were not significantly better in the first year of reform, but grew larger over time. The study examined five different reform models initiated by the Chicago Public Schools (CPS) in 36 elementary and high schools identified as chronically low performing. The five reform models were: Reconstitution; School Closure and Restart; School Turnaround Specialist Program; Academy for Urban School Leadership; and Office of School Improvement. Each is consistent with one of the four improvement models recommended by the federal government (turnaround, transformation, restart, and school closure). Despite the attention and activity surrounding the models, there is a lack of research on whether or how they work. To begin to address this knowledge gap, CCSR and AIR partnered to examine dramatic interventions in Chicago, an early adopter of such reforms. The report also finds high schools that underwent reform did not show significant improvements in absences or ninth grade on-track-to-graduate rates over matched comparison schools, however recent high school efforts look more promising than earlier ones. Changes in student populations varied across reform models. Schools that underwent these reforms and remained neighborhood schools generally served the same students, and the same types of students, as before intervention. Schools that were closed and replaced with charter or contract schools generally served more advantaged students after intervention. The teacher workforce after intervention across all models was more likely to be white, younger, and less experienced.

Download or read book Reforming Chicago Schools written by Rosetta Vasquez and published by Leps Press. This book was released on 1994 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Trends in Chicago s Schools Across Three Eras of Reform written by Stuart Luppescu and published by . This book was released on 2013-04-04 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Trends in Chicago's Schools Across Three Eras of Reform" finds that Chicago Public Schools (CPS) has experienced tremendous growth in graduation rates over the past 20 years, but learning gains have been modest. The report tracks elementary and high school test scores and graduation rates in Chicago since 1988, when U.S. Secretary of Education William Bennett proclaimed the city's public schools to be the worst in the nation. One key finding of the report is that graduation rates in Chicago have improved dramatically, and high school test scores have risen; more students are graduating without a decline in average academic performance. Math scores have improved incrementally in the elementary/middle grades, while elementary/middle grade reading scores have remained fairly flat for two decades. Racial gaps in achievement have steadily increased, with white and Asian students making more progress than Latino students, and African American students falling behind all other groups. Despite progress, however, the vast majority of CPS students have academic achievement levels that are far below where they need to be to graduate ready for college.

Download or read book Trends in Chicago s Schools Across Three Eras of Reform written by and published by . This book was released on 2011 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book School Reform Corporate Style written by Dorothy Shipps and published by . This book was released on 2006 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Like other big city school systems, Chicago's has been repeatedly "reformed" over the last century. Yet its schools have fallen far short of citizens' expectations and left a gap between the performances of white and minority students. Many blame the educational establishment for resisting change. Other critics argue that reform occurs too often; still others claim it comes not often enough. Dorothy Shipps reappraises the tumultuous history of educational progress in Chicago, revealing that the persistent lack of improvement is due not to the extent but rather the type of reform. Throughout the twentieth century, managerial reorganizations initiated by the business community repeatedly altered the governance structure of schools—as well as the relationships of teachers to children and parents—but brought little improvement, while other more promising reform models were either resisted or crowded out. Shipps chronicles how Chicago's corporate actors led, abetted, or restrained nearly every attempt to transform the city's school system, then asks whether schools might be better reformed by others. To show why city schools have failed urban children so badly, she traces Chicago's reform history over four political eras, revealing how corporate power was instrumental in designing and revamping the system. Her narrative encompasses the formative era of 1880-1930, when teachers' unions moderated business plans; previously unexplored business activism from 1930 to 1980, when civil rights dominated school reform, and the decentralization of the 1980s. She also covers the uneasy cooperation among business associations in the 1990s to install the mayor as head of the school system, a governing regime now challenged by privatization advocates. Business people may be too wedded to a stunted view of educators to forge a productive partnership for change. Unionized teachers bridle at the second-class status accorded them by managers. If reform is to reach deeply into classrooms, Shipps concludes, it might well require a new coalition of teachers' unions and parents to create a fresh agenda that supersedes corporate interests. This study clearly shows that, in Chicago as elsewhere, urban schooling is intertwined with politics and power. By reviewing more than a century of corporate efforts to make education work, Shipps makes a strong case that it's high time to look elsewhere—perhaps to educators themselves—for new leadership.

Download or read book Class and Reform written by David John Hogan and published by Philadelphia : University of Pennsylvania Press. This book was released on 1985 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focuses on Progressive education reform in Chicago between 1880 and 1920 --child labor and compulsory education laws, juvenile courts, kindergartens, plalyagrounds, child-centered pedagogy, vocational education and guidance, IQ testing, junior high schools, and school governance. Examines the social and intellectual origins of Progressive educational reform: its guiding principles, its relationship to Progressive reform generally, the response of working-class individuals and organizations to previous forms of education, and the gradual incorporation of public education into the market revolution of the last century.

Download or read book Schooling Selves written by Peter Cave and published by University of Chicago Press. This book was released on 2016-06-07 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals, autonomy, and society in Japanese education -- Reshaping reform : discipline, autonomy, and group relations -- Classes, clubs, and control -- Mass games and dreams of youth -- Changing the classroom? : autonomy and expression in Japanese language and literature -- The challenges and trials of curricular change -- To graduation and beyond : high school entrance and juku

Download or read book Small High Schools on a Larger Scale written by Joseph E. Kahne and published by . This book was released on 2006 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasingly, researchers, policymakers, school leaders, and concerned citizens are recognizing that high schools in the United States are in need of major reform. Current research shows that high schools are not preparing students for college, work, or life, and that they are leading to increased alienation among students. In a much-noted speech to the National Governors Association, Bill Gates described high schools as obsolete. He continued, "By obsolete, I don't just mean that our high schools are broken, flawed, and under-funded, although a case could be made for every one of those points. By obsolete, I mean that our high schools, even when they are working exactly as designed, cannot teach our kids what they need to know today." Analysis by Greene and Winters indicates that the national graduation rate for the class of 2002 was 71 percent for public school students, and that only 34 percent of students who entered ninth grade in public schools left school with both a regular diploma and the qualifications to attend a four-year college. The problem is especially severe in large urban high schools, which disproportionately serve students of low socioeconomic status and students of color: of students enrolled as ninth-graders and scheduled to graduate in 2002, only 52 percent of Latino and 56 percent of African-American students ultimately earned a regular diploma. The likelihood of graduating with the abilities and qualifications to even apply to a four-year institution is 40 percent for white students, 23 percent for African-American students, and 20 percent for Latino students. Chicago's public schools reflect these trends. Only 54 percent of the 2000-2001 freshman class graduated in four years. In addition, eleventh-graders in Illinois scored higher than eleventh-graders in Chicago on the 2004 Prairie State Achievement Exam (PSAE). Roderick, Nagaoka, and Allensworth found that only 6.5 percent of 13-year-olds in Chicago's public high schools in 1998 or 1999had graduated from high school within six years, and only about 3 percent of male African-American and Latino students did so. Spurred by such statistics, some educational reformers have proposed that the creation of small schools provides a possible response to impersonal, incoherent, and ineffective "shopping mall" high schools, reversing a 50-year trend based on arguments that small rural schools are less effective than larger comprehensive high schools that can provide students with greater opportunities through an appropriately differentiated curriculum. Reform focused on smaller, more personal schools has been spurred by educators, researchers, and by foundation funding. Energized by these efforts, the city of Chicago and numerous other urban districts are emphasizing the creation of small schools as a key part of their high school improvement strategies. The document includes four appendixes: (A) Description of the Sample; (B) Rasch Analysis; (C) Description of Hierarchical Linear Models for Teacher and Student Survey Measures and Student Outcomes; and (D) Description of Teacher and Student Survey Measures. [This report was written with John Q. Easton. Commentaries are provided by Joseph McDonald and Henry May.].

Download or read book Chicago Education Reforms and the Importance of Flexibility in Federal Education Programs written by United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Oversight and Investigations and published by . This book was released on 1999 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book School Restructuring Chicago Style written by G. Alfred Hess and published by Corwin. This book was released on 1991-03 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a case study of the third largest urban school system in the USA and the reform movement that was mobilized to deal with its problems; it was put into effect by the Chicago School Reform Act, one of the most watched educational experiments of all time, which decentralized power and gave it to local school councils in every school. The author describes the situation which gave rise to the reform movement; the political, civic, business and parent-activist forces that came together to impose reform; the mandated restructuring and the initial implementation of reform. The reform's success or failure will determine how children in urban schools are educated well into the next century.

Download or read book Evaluating Chicago School Reform written by Richard Paul Niemiec and published by . This book was released on 1993 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reform in the Chicago Public Schools written by Katrina Flanagan and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book New Schools for a New Century written by Tewel and published by CRC Press. This book was released on 1995-02-28 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Combining both the theory as well as the practice of the education reform process, this unique breakthrough volume focuses on every aspect of the change process in high school education today. Short- and long-term strategies for each phase of the process-provoking, creating, managing, supporting, and sustaining reform-are covered. Based on the real-life experiences of the author and others, this book recognizes that most high school reform is short-lived. It stresses the ways to create and maintain positive change, making the process a long-lasting, worthwhile mission for the school's leadership and ultimately the students. Short, useful summaries of high school reform provide true-life pictures of what really happens in the midst of changing the way educational institutions operate. These stories cover school-based management, collaborative or shared leadership, school-within-a-school groupings, interdisciplinary instruction, school-based budgeting, new models for professional development, and others. Through these examples, readers can understand how reform strategies work and how to apply and adapt them to their own situations. As an added feature, this book provides the names and locations of schools attempting each reform as well as the names and addresses of school reform networks that readers can contact in their own efforts.