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ERIC Number: ED390948
Record Type: Non-Journal
Publication Date: 1995-Aug
Pages: 81
Abstractor: N/A
Reference Count: N/A
Charting Reform: Chicago Teachers Take Stock. A Report.
Sebring, Penny Bender; And Others
In 1994, as Chicago (Illinois) completed the fifth year of school reform under the Chicago School Reform Act, the Consortium on Chicago School Research launched its third and fourth surveys of teacher and student responses to change. In all, 39,000 students, 6,200 elementary school teachers, and 2,600 high school teachers completed the surveys. Individually tailored reports were provided to the 266 elementary and 46 high schools that participated. This report, first of a two-part series, focuses on school leadership, parent involvement, and professional community and development. Most of the information was drawn from the teacher survey. Survey responses made it clear that a broad set of developments must occur if Chicago is to fulfill the intentions of the reforms. Teachers, parents, and the community must work together more cooperatively to engage students in learning. Most teachers held their principals in high regard and saw them as the most important agents of local school reform. Findings of the surveys also indicate that reform is progressing more successfully in smaller schools, where leadership and a sense of professional community are more easily fostered. Commentaries by Ruben Carriedo, Charles Payne, and Betty Malen supplement the discussion. (Contains 85 graphs, 13 box plots, 1 map, 1 table, and 52 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Spencer Foundation, Chicago, IL.; Illinois State Board of Education, Springfield.; Joyce Foundation, Chicago, IL.; John D. and Catherine T. MacArthur Foundation, Chicago, IL.
Authoring Institution: Consortium on Chicago School Research, IL.