Leadership and Accountability
Effective schooling needs leaders—both inside and outside the classroom—who champion strong supports and sensible accountability for initiatives that matter. UEI's success stories such as Freshmen On Track and the high-achieving UChicago Charter NKO Campus are just two examples that demonstrate the potential impact when systems to monitor and support positive change are helmed by leaders who empower colleagues to make a difference.
Effective schooling needs leaders—both inside and outside the classroom—who champion strong supports and sensible accountability for initiatives that matter.
The New York Times "Principal and Teacher, a Complex Duet." An editorial dives into Consortium research on Chicago's recently updated teacher evaluation system, highlighting the dynamics between school leaders and educators that can drive or hinder school improvement.
- In any given year, approximately half of all Chicago Public Schools principals are in their first four years at their current school »
- "Effective Leaders" is one of the 5Essentials for school improvement. Past research has shown that schools strong in at least three of the Essentials were ten times more likely to improve than schools weak in three or more of the Essentials »
- Principal leadership is critically important—Leithwood, Louis, Anderson, and Wahlstrom (2004) reviewed both quantitative and qualitative research on school leadership and concluded that leadership is second only to classroom instruction among school-related factors in influencing student learning »
Latest from UEI on Leadership & Accountability
The Chicago Annenberg Challenge: Successes, Failures, and Lessons for the Future
From the 1996-97 through 2000-01 school years, the Annenberg Foundation awarded special funding to as many as 210 of Chicago’s public schools, 90 percent of which were elementary schools. The funding, which had also been provided to cities such as New York and San Francisco, was part of a larg
External Support to Schools on Probation: Getting a Leg Up?
In 1996, the Chicago Public Schools (CPS) established a school accountability system that identified low-performing schools. The system intended to improve student achievement by providing failing schools with a mixture of external supports and consequences. Schools were placed on probation if fewer
Trust in Schools: A Core Resource for School Reform
Link to article: Here This longitudinal study of 400 Chicago elementary schools shows the central role of relational trust in building effective education communities. The final, definitive version of this paper has been published in Educational Leadership, March 2003 by ASCD, All rights reserved.
2001 CPS Trend Review: Iowa Tests of Basic Skills
This is the fourth in a series of research data reports reviewing annual ITBS test trends. A brief discussion of the findings summarizes key results of the analyses.
Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence?
This report is one of a series of special topic reports developed by the Chicago Annenberg Research Project. It presents the results of a study of Chicago teachers' assignments in mathematics and writing in grades three, six, and eight. The study showed that students who received assignments req
Annual CPS Trend Review, 2000
This is the third in a series of research data reviewing annual ITBS test trends. A brief discussion of the findings summarizes key results of the analyses.
Testing and Assessment in Illinois School Districts
This study reports the results of a survey of 75 school districts in the state of Illinois. The survey focused on three dimensions of student assessment practices within the districts: why districts give tests, what tests they give, and what they do with their test results. The survey also asked dis
Annual CPS Test Trend Review, 1999
This is the second in a series of data briefs analyzing Iowa tests of Basic Skills (ITBS) score trends in the Chicago Public Schools.
School Leadership and the Bottom Line in Chicago
As CCSR's research into Chicago public school reform has progressed, the important roles school principals play in their students' achievement has become increasingly clear. In this report, CCSR researchers identify key characteristics of principal leadership, as well as key focus areas, tha
Ending Social Promotion: Results from the First Two Years
In 1996, the Chicago Public Schools implemented a policy designed to end social promotion and raise academic achievement. The centerpiece of this initiative is a set of promotional test-score cutoffs for third, sixth, and eighth graders. Students in these grades must achieve a minimum score on the I
It's About Time: Opportunities to Learn
This study investigates the amount of time devoted to instruction in Chicago elementary schools on a day-to-day basis and across the school year. To begin, the report illustrates how insufficient and unbalanced allocations of instructional and non-instructional time make it unrealistic to achieve th
Adjusting Citywide ITBS Scores for Student Retention in Grades Three, Six, and Eight
The authors look at how 1998 standardized test scores were affected by the scores of students retained under the CPS promotion policy. Findings show that even when the retained students' scores on the Iowa Tests of Basic Skills are counted as if the students had taken the test at a higher grade,
Charting Chicago School Reform: Democratic Localism as a Lever for Change
In 1989, Chicago began an experiment with radical decentralization of power and authority. This book tells the story of what happened to Chicago's elementary schools in the first four years of this reform. Implicit in this reform is the theory that expanded local democratic participation would s
Charting Reform: The Principals' Perspective
The 1988 Chicago School Reform Act drastically changed the worklife of Chicago's principals; principals lost job tenure and became accountable to the Local School Councils that award their four-year contracts. This 1992 survey of Chicago's principals had a response rate of 83%; their opinion
The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Medi...
Purpose: This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent–community ties, and the school’s learning climate. It identifies paths through w
Want to Improve Teaching? Create Collaborative, Supportive Schools
Schools that show the largest improvements are those where teachers work collectively on improving instruction, and where school leadership is inclusive and focused on instruction. The final, definitive version of this paper has been published in American Educator, 36(3), October 2012 by the Americ
New College and Career Advancement program exposes students to education professions
University of Chicago Harper Lecture with Timothy Knowles
Urban Schooling: The Promise and the Peril University of Chicago Harper Lecture with Tim Knowles October 4, 2012 Chicago, IL | Watch the Video of the Talk Good evening. Thank you very much for that introduction—and thank you very much for joining me for the Chicago Harper lect
Designing and Implementing the Next Generation of Teacher Evaluation Systems: Lessons Learned from C...
If you would like to order multiple copies of this report, please visit Amazon for pricing information. Teacher evaluation is a pressing issue for school personnel and district administrators across the country, as an increasing number of states mandate that their districts develop and implemen
UChicago Urban Teacher Education Program Celebrates Ten-Year Anniversary in the Tradition of Inquiry
This autumn the University of Chicago Urban Teacher Education Program celebrated its tenth anniversary, inviting experts, future educators, and local media to join in an open house and panel asking hard questions and developing answers for the toughest issues facing urban education today. With on-t