Turning around Low-Performing Schools in Chicago: Research Report

Autor/inn/en	de la Torre, Marisa; Allensworth, Elaine; Jagesic, Sanja; Sebastian, James; Salmonowicz, Michael; Meyers, Coby; Gerdeman, R. Dean
Institution	Consortium on Chicago School Research; American Institutes for Research
Titel	Turning around Low-Performing Schools in Chicago: Research Report
Quelle	(2013), (96 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-9856-8193-7
Schlagwörter	Academic Achievement; Research Methodology; Educational Change; Scores; School Restructuring; Mathematics Achievement; Reading Achievement; Educational Trends; Trend Analysis; Low Achievement; School Turnaround; Outcomes of Education; Institutional Characteristics; School Demography; Labor Force; Intervention; Instructional Leadership; Governance; Teachers; Students; Elementary Secondary Education; Tables (Data); School Closing; Illinois + Suchen Sie Ihr Suchwort? Schulleistung; Research method; Forschungsmethode; Bildungsreform; Schulreformplan; Schulumwandlung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Bildungsentwicklung; Trendanalyse; Unterdurchschnittliche Leistung; Lernleistung; Schulerfolg; Schulbesuchsrate; Labour force; Arbeitskraft; Erwerbsbevölkerung; Instruction; Leadership; Bildung; Erziehung; Führung; Education; Educational policy; Financing; Steuerung; Bildungspolitik; Finanzierung; Lehrer; Lehrerin; Lehrende; Student; Schüler; Schülerin; Studentin; Tabelle; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	Specific strategies for "turning around" chronically low-performing schools have become prominent, with the U.S. Department of Education enacting policies to promote four school improvement models that include "fundamental, comprehensive changes in leadership, staffing, and governance." Despite the attention and activity surrounding these types of school improvement models, there is a lack of research on whether or how they work. To date, most evidence has been anecdotal, as policymakers have highlighted specific schools that have made significant test score gains as exemplars of school turnaround, and researchers have focused on case studies of particular schools that have undergone one of these models. This has led to a tremendous amount of speculation over whether these isolated examples are, in fact, representative of turnaround efforts overall--in terms of the way they were implemented, the improvements they showed in student outcomes, and whether these schools actually served the same students before and after reform. To begin addressing this knowledge gap, the University of Chicago Consortium on Chicago School Research and American Institutes for Research (AIR) partnered to examine five different models initiated by the Chicago Public Schools (CPS) in 36 schools. The goals of the study were to make clear how school reform occurred in Chicago--showing the actual changes in the student population and teacher workforce at the schools--and to learn whether these efforts had a positive effect on student learning overall. Appended are: (1) Description of Low-Performing Schools that Underwent Intervention; (2) Data and Data Sources; and (3) Research Methods and Results. (Contains 19 figures, 24 tables, 62 endnotes.) (ERIC).
Anmerkungen	Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://ccsr.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10