Download or read book The Development of the Public High School in Chicago written by John Wesley Bell and published by . This book was released on 1939 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Development of the Free Public High School in Illinois to 1860 written by Paul Everett Belting and published by . This book was released on 1919 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Development of the Public High School in Illinois from 1860 to 1924 written by Edward Livingston Carr and published by . This book was released on 1925 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Chicago Schools written by Mary Josephine Herrick and published by Sage Publications (CA). This book was released on 1971 with total page 472 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores public education in early Chicago beginning in 1833. Includes Chicago public school statistics from 1840-1970. Includes the influence of politics on the public schools.
Download or read book Integration of the Public Schools Chicago written by Chicago (Ill.). Advisory Panel on Integration of the Public Schools and published by . This book was released on 1964 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report of an advisory panel to the Chicago Board of Education deals with desegregation of the public schools, and offers a plan ""by which any educational, psychological, and emotional problems or inequities in the school system"" can be removed. The introduction deals with historical and legal background and the problem of integration in a pluralistic society; a summary of the Panel's findings, recommendations with their rationale; and a general discussion of implementation. The panel's findings on de facto segregation are discussed in relation to racial composition of student body (schools are defined as integrated when they are at least 10% Negro and 10% white), and the racial distribution of teachers. Quality of Education in white, integrated, and Negro schools is discussed in terms of overcrowding; class size; student-staff ratio; teaching staff; attendances; dropouts and mobility; achievement; curriculum and teaching methods; and physical facilities. Recommendations, based on the currently accepted premises about the value of desegregation, stress that the principle of the neighborhood school must be modified to achieve the ""higher priority"" of expanding ""the freedom of individual choice."" Appendices include policy statements, social-psychological material on segregation, and tables of data on which recommendations were based. A study guide for the report is included. (Nh).
Download or read book The High School as an Adolescent raising Institution written by Thomas W. Gutowski and published by . This book was released on 1978 with total page 738 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Development of the Junior High School in Illinois written by Fred J. Armistead and published by . This book was released on 1960 with total page 506 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Tentative Course of Study in United States History for Chicago Public High Schools written by Chicago (Ill.). Board of Education and published by . This book was released on 1949 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Development of the Public High School in Georgia written by Gilmer Clyde Eidson and published by . This book was released on 1929 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book High School Education in the Chicago Public Schools written by and published by . This book was released on 1964 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Educating Esm written by Esmé Raji Codell and published by Algonquin Books. This book was released on 2009-09-01 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: At once "a pop culture phenomenon" (Publishers Weekly) and "screamingly funny" (Booklist), Educating Esmé "should be read by anyone who's interested in the future of public education" (Boston Phoenix Literary Section). A must-read for parents, new teachers, and classroom veterans, Educating Esmé is the exuberant diary of Esmé Raji Codell’s first year teaching in a Chicago public school. Fresh-mouthed and free-spirited, the irrepressible Madame Esmé—as she prefers to be called—does the cha-cha during multiplication tables, roller-skates down the hallways, and puts on rousing performances with at-risk students in the library. Her diary opens a window into a real-life classroom from a teacher’s perspective. While battling bureaucrats, gang members, abusive parents, and her own insecurities, this gifted young woman reveals what it takes to be an exceptional teacher. Heroine to thousands of parents and educators, Esmé now shares more of her ingenious and yet down-to-earth approaches to the classroom in a supplementary guide to help new teachers hit the ground running. As relevant and iconoclastic as when it was first published, Educating Esmé is a classic, as is Madame Esmé herself.
Download or read book From High School to the Future written by Melissa Roderick and published by Consortium on Chicago School Research. This book was released on 2012-09-01 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a 2010 address to the College Board, U.S. Secretary of Education Arne Duncan laid out a vision for high school that advances the Obama administration's goal of the U.S. once again leading the world in educational attainment. There is no grade in which the magnitude and complexity of this shift becomes clearer than in senior year. Historically, senior year has been a time of finishing up graduation requirements as most students entered the work force after high school. In this new economy, most students now hope to go to college and those who are not entering college face a rapidly eroding labor market for young adults with only a high school education. This changing educational landscape means that students' coursework and activities in senior year are becoming increasingly important. If the new purpose of high schools is to be a "launching pad rather than a last stop destination," what does that mean for senior year? The bottom line is that there is much work to do if cps is to shift the focus of twelfth grade from finishing graduation requirements to preparing for college and employment or training. A central theme of this report is that there is no single answer to the question, "What is a good senior year?" Students are coming into senior year with very different needs. In order to look at differences in needs across students, the authors group students by their college qualifications at the end of eleventh grade. Thus, throughout this report, the authors focus on identifying the set of issues that educators need to grapple with for students on different trajectories. Appended are: (1) Data Used in This Report; (2) Determining Who is a Senior and Who Persists in Four-Year Colleges; (3) Variables Used in the Analysis; (4) Latent Class Analysis; (5) Identifying College Access; and (6) Methodology. (Contains 33 figures, 16 tables, and 70 endnotes.).
Download or read book The History of the Development of the Public High School in Indiana written by Charles Ross Dean and published by . This book was released on 1927 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Make or Break Year written by Emily Krone Phillips and published by The New Press. This book was released on 2019-01-08 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Washington Post Bestseller An entirely fresh approach to ending the high school dropout crisis is revealed in this groundbreaking chronicle of unprecedented transformation in a city notorious for its "failing schools" In eighth grade, Eric thought he was going places. But by his second semester of freshman year at Hancock High, his D's in Environmental Science and French, plus an F in Mr. Castillo's Honors Algebra class, might have suggested otherwise. Research shows that students with more than one semester F during their freshman year are very unlikely to graduate. If Eric had attended Hancock—or any number of Chicago's public high schools—just a decade earlier, chances are good he would have dropped out. Instead, Hancock's new way of responding to failing grades, missed homework, and other red flags made it possible for Eric to get back on track. The Make-or-Break Year is the largely untold story of how a simple idea—that reorganizing schools to get students through the treacherous transitions of freshman year greatly increases the odds of those students graduating—changed the course of two Chicago high schools, an entire school system, and thousands of lives. Marshaling groundbreaking research on the teenage brain, peer relationships, and academic performance, journalist turned communications expert Emily Krone Phillips details the emergence of Freshman OnTrack, a program-cum-movement that is translating knowledge into action—and revolutionizing how teachers grade, mete out discipline, and provide social, emotional, and academic support to their students. This vivid description of real change in a faulty system will captivate anyone who cares about improving our nation's schools; it will inspire educators and families to reimagine their relationships with students like Eric, and others whose stories affirm the pivotal nature of ninth grade for all young people. In a moment of relentless focus on what doesn't work in education and the public sphere, Phillips's dramatic account examines what does.
Download or read book Ghosts in the Schoolyard written by Eve L. Ewing and published by University of Chicago Press. This book was released on 2020-02-05 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: “Failing schools. Underprivileged schools. Just plain bad schools.” That’s how Eve L. Ewing opens Ghosts in the Schoolyard: describing Chicago Public Schools from the outside. The way politicians and pundits and parents of kids who attend other schools talk about them, with a mix of pity and contempt. But Ewing knows Chicago Public Schools from the inside: as a student, then a teacher, and now a scholar who studies them. And that perspective has shown her that public schools are not buildings full of failures—they’re an integral part of their neighborhoods, at the heart of their communities, storehouses of history and memory that bring people together. Never was that role more apparent than in 2013 when Mayor Rahm Emanuel announced an unprecedented wave of school closings. Pitched simultaneously as a solution to a budget problem, a response to declining enrollments, and a chance to purge bad schools that were dragging down the whole system, the plan was met with a roar of protest from parents, students, and teachers. But if these schools were so bad, why did people care so much about keeping them open, to the point that some would even go on a hunger strike? Ewing’s answer begins with a story of systemic racism, inequality, bad faith, and distrust that stretches deep into Chicago history. Rooting her exploration in the historic African American neighborhood of Bronzeville, Ewing reveals that this issue is about much more than just schools. Black communities see the closing of their schools—schools that are certainly less than perfect but that are theirs—as one more in a long line of racist policies. The fight to keep them open is yet another front in the ongoing struggle of black people in America to build successful lives and achieve true self-determination.
