ERIC Number: ED480209
Record Type: Non-Journal
Publication Date: 2001-Aug
Reference Count: N/A
Mapping School Reform Organizing in Chicago, 1985-2000.
This paper illustrates the complexity of the organizations and political processes at work in organizing for school reform in Chicago, Illinois. In addition to community organizations, Local School Councils have emerged as their own force in organizing and advocating to improve both individual schools and citywide policies. Citywide education reform organizations also contribute essential elements (research, long-term strategy, and coalition building) to the leadership development, organizing, and advocacy that has made the Chicago Public Schools a dramatic example of parent decision-making power in U.S. urban school districts. Ten chapters include: (1) "A Profile of the Chicago Public School System"; (2) "The Political Context of School Reform in the Chicago Public Schools"; (3)"Community Organizing in Chicago: Past and Present"; (4) "Who is Organizing for School Reform in Chicago?"; (5) "Local School Councils and Citywide School Reform Organizations"; (6) "What are Their Organizing Issues?" (7) "What Strategies Do the Organizations Use?" (8) "What Successes Have the Organizations Had?" (9) "What Obstacles and Challenges Do the Organizations Face?"; and (10) "Conclusions and Recommendations" (e.g., community organizations need consistent long-term support, and diversity of organizations is necessary). Tables are appended. (Contains 42 footnotes.) (SM)
Descriptors: Change Strategies, Community Organizations, Educational Change, Elementary Secondary Education, Parent Participation, Politics of Education, School Community Relationship, School Councils, Urban Schools
Designs for Change, 29 East Madison, Suite 950, Chicago, IL 60602. Tel: 312-236-7252; Fax: 312-236-7927; e-mail: firstname.lastname@example.org; Web site: http://www.designsforchange.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Edward W. Hazen Foundation, Inc., New Haven, CT.
Authoring Institution: N/A