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ERIC Number: ED400592
Record Type: Non-Journal
Publication Date: 1996-Jul
Pages: 93
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Charting Reform in Chicago: The Students Speak. A Report.
Consortium on Chicago School Research, IL.
By devolving authority to local schools, the 1988 Chicago School Reform Act sought to weaken central power in the school system and to promote greater site-based control. This report presents the voices of Chicago Illinois public school students regarding their school experiences--how they describe their teachers and peers, their classes, and their own efforts. Data were gathered through a survey that was administered during May and June 1994 to a total of 39,000 6th-, 8th-, and 10th-grade students in Chicago Public Schools. Students expressed the most positive attitudes toward their teachers. Elementary school students reported higher levels of engagement when teachers demonstrated keen personal interest in them and also pressed them toward academic work. Although African-American students were less likely than other student groups to report feeling safe, there was considerable variation among African-American schools. The data also suggest that academic standards for many students are too low. The most negative reports of learning climates came from 10th-graders, who were subject to rising absenteeism and course failure. A conclusion is that good instruction rests on a base of human and social resources. The findings support the viability of the Chicago school-improvement framework, which posits the importance of five essential supports for student learning: school leadership, parent involvement, professional development and collaboration, a student-centered learning climate, and quality instructional programs. (Contains 49 references.) (LMI)
Consortium on Chicago School Research, 1313 East 60th Street, Chicago, IL 60637 ($10 plus $4 shipping and handling).
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Consortium on Chicago School Research, IL.