Supporting Neighborhood Schools from Pre-K through High School: Successes and Challenges of the North Lawndale Cluster Initiative. Research Report

Autor/inn/en	Allensworth, Elaine M.; Zou, Andrew
Institution	University of Chicago Consortium on School Research
Titel	Supporting Neighborhood Schools from Pre-K through High School: Successes and Challenges of the North Lawndale Cluster Initiative. Research Report
Quelle	(2020), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Neighborhood Schools; Elementary Schools; High Schools; Elementary Secondary Education; Equal Education; Academic Achievement; Educational Improvement; Program Evaluation; Educational Finance; School Effectiveness; Preschool Education; School Schedules; Student Mobility; Attendance; Learner Engagement; Scores; Achievement Gap; Outcomes of Education; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; High school; Oberschule; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Programme evaluation; Programmevaluation; Bildungsfonds; Schuleffizienz; Pre-school education; Vorschulerziehung; Schulzeiteinteilung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Anwesenheit; Lernleistung; Schulerfolg
Abstract	Chicago Public Schools (CPS) have shown considerable improvements in student achievement over the last 20 years, but concerns about unequal educational opportunities across different communities in the city continues to be a pressing issue. The North Lawndale Cluster Initiative (NLCI) sought to improve academic achievement and educational attainment in a cluster of neighborhood schools in Chicago from 2013-14 through 2018-19, providing funding for four elementary schools and their neighborhood high school to provide vertically-integrated services from pre-k through high school. This evaluation describes the changes in student outcomes that occurred in the years of the initiative. All outcomes improved, and many outcomes showed substantial improvements, although only pre-k attendance was significantly higher compared to matched schools that served similar students. The analysis assessed the impact of funding a vertical integration cluster strategy in one neighborhood and should not be taken as an assessment of the effectiveness of the schools overall, or of individual programs. The bulk of the funding was used to expand pre-k from half-day to full-day programs, which showed significantly more improvement over time, relative to comparison schools. Outcomes in the elementary, middle, and high school grades generally improved at a similar rate as other district schools serving similar students. Furthermore, as described in the report, the potential gains that NLCI schools could have realized were limited by high student mobility rates and variability in the size and composition of the student population from year-to-year at the high school level. (ERIC).
Anmerkungen	University of Chicago Consortium on School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://consortium.uchicago.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01