Organizing Schools for Improvement: Lessons from Chicago

Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth, John Q. Easton, Stuart Luppescu

University of Chicago Press, Mar 15, 2010 - Education - 328 pages

In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning?

The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.

Contents

• A Tale of Two Schools: 1
• A Rare Opportunity to Learn about School Improvement: 12
• 1 Developing Appropriate Outcome Indicators: 29
• 2 A Framework of Essential Supports: 42
• 3 Testing the Framework of the Essential Supports: 79
• Organizational Mechanisms: 97
• Key Enablers: 137
• 6 The Influences of Community Context: 158
• Summary and Conclusions: 197
• Socioeconomic Status Factor: 223
• A ValueAdded Indicator A Schools Academic Productivity Profile: 225
• Overview of the Fourteen Indicators for the Five Essential Supports: 231
• Probability Experiment to Evaluate Results Presented in Figure 33: 242
• Interview Questions from the Project on Human Development in Chicago Neighborhoods: 245
• Coefficients from Analyses of Leadership in Chapter 4: 246
• ValueAdded Replication Results for 1997 through 2005: 250
• Efforts of the Consortium on Chicago School Research to Build More Productive Ties between Research Practice and Policy to Improve Practice: 252
• Notes: 257
• References: 285
• Index: 297

About the author

Anthony S. Bryk is president of the Carnegie Foundation for the Advancement of Teaching and was founding senior director of the Consortium on Chicago School Research (CCSR), University of Chicago. Penny Bender Sebring is founding codirector of CCSR, the Urban Education Institute, University of Chicago. Elaine Allensworth is director for statistical analysis at CCSR. Stuart Luppescu is chief psychometrician at CCSR. John Q. Easton is Distinguished Senior Fellow at the Spencer Foundation and former executive director of the Consortium on Chicago School Research (CCSR) at the Urban Education Institute, University of Chicago.

Bibliographic information

• Title: Organizing Schools for Improvement: Lessons from Chicago
• Authors: Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth, John Q. Easton, Stuart Luppescu
• Publisher: University of Chicago Press, 2010
• ISBN: 0226078019, 9780226078014
• Length: 328 pages
• Subjects: Education / Administration / General; Education / Educational Policy & Reform / General; Education / General