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ERIC Number: ED483816
Record Type: Non-Journal
Publication Date: 2004-Jan
Pages: 12
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: N/A
Teacher and Principal Responses to the Grow Network: A Preliminary Evaluation of Use in Chicago Public Elementary Schools. Research Data Brief
Easton, John Q.; Luppescu, Stuart
Consortium on Chicago School Research
During the 2001-02 school year, Chicago Public Schools (CPS) officials contracted with the Grow Network[TM] to provide supplemental reporting of student test results to parents, teachers, and school administrators. Under terms of its contract with CPS, the Grow Network provides a variety of resources, including individualized, printed score reports for parents; classroom-level reports for teachers; and school building reports for principals. The Grow Network seeks to provide assessment results for use as instructional tools for teachers, principals, and parents by reporting students' specific strengths and weaknesses as measured by standardized tests and offering a variety of suggestions and strategies to parents and teachers for addressing weaknesses and building on strengths. The Grow Reports replaced the classroom-level "skills analysis" printout that CPS produced for many years. In addition to the print component of the Grow Reports, there are several Web-based resources. There are also instructional resources, and additional assessments to judge student progress on skills. School administrators have access to these classroom data for monitoring purposes. Parents may also enter the Grow Network website where they can find suggested reading lists and other tools for assisting their children. CPS engaged the Grow Network as part of its efforts to improve data access and develop greater capacity for "data-driven decision making" in schools. Administrators and teachers need data that suggest where interventions are required, for example, in what subject areas or grade levels and for which students or classrooms--and in the best cases, data that suggest what those interventions should be. The additional assessments can help educators determine whether their intervention strategies have been successful, thus providing a feedback loop for continuous progress. Overall, teachers felt moderately positive about their experiences with the Grow Network during its first year of implementation. These citywide responses help provide a general view of how teachers embraced Grow in year one, but a more fine-tuned analysis is called for to help understand how Grow varies across the city and what factors influence its use.
Consortium on Chicago School Research, 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://www.consortium-chicago.org.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Education
Audience: Parents; Students; Administrators
Language: English
Sponsor: N/A
Authoring Institution: Consortium on Chicago School Research, IL.