ERIC Number: ED239008
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Mandating Educational Effectiveness in Chicago.
In contrast to early research (such as Coleman's) that concluded schools could not override influences of the home environment, more current research indicates that schools can make a difference. This paper summarizes those research findings (emphasizing the limitations of the research from the practitioner's perspective) and relates them to new policies and practices implemented in the Chicago Public Schools. Specifically, the author discusses the role of expectations, curriculum and instruction, school grouping practices, activities of effective principals, and school organization. These variables are described in the light of research findings as well as how they relate to the implementation of Chicago's new promotion policy, graded structure, and the Chicago Mastery Learning Reading Program. This paper argues that school systems can benefit from educational research, if they carefully develop instructional materials, programs, and policies in such a way that research findings are incorporated into instructional obligations that are clearly defined for both teachers and principals. (CMG)
Publication Type: Information Analyses; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Chicago Mastery Learning Reading Program; Illinois (Chicago)
Note: Paper presented at the annual meeting of the American Educational Research Association (Montreal, Canada, April 1983).