School Structure and Organization
Understanding schools as organizations illuminates the mechanisms and high-impact levers that drive school improvement. The Consortium's seminal research found that strength on five essential organizational supports were highly correlated with whether schools continued improving student learning. UEI's work also explores the impact of school closings and turnarounds, school disciplinary policies, and the charter model, while many of UEI's resources are designed to help schools build their organizational capacity to take on the day-to-day challenges of schooling.
Understanding schools as organizations illuminates the mechanisms and high-impact levers that drive school improvement.
Consortium report finds racial disparities in suspension rates driven by schools with concentrated disadvantage. Students’ risk of suspension is more strongly determined by which school they attend than by their backgrounds—including their race, gender or income. Following an earlier UChicago Consortium report that found Chicago has been experiencing an overall decline in suspension rates since 2009, Suspending Chicago’s Students: Differences in Discipline across Schools examines reasons for racial and gender disparities in suspension rates and finds that suspensions are concentrated among schools serving the most vulnerable student populations.
- Past research found that schools strong in three or more of the "5Essential" organizational supports—effective leaders, collaborative teachers, involved families, supportive environment, and ambitious instruction—were ten times more likely to improve student learning than schools weak in three or more of the essentials »
- Suspension rates in Chicago Public Schools have declined markedly but still remain very high, particularly among the system’s most vulnerable students. In the 2013-14 school year, 16 percent of all CPS high school students—and 33 percent of African American boys—received an out of school suspension »
Latest from UEI on School Structure & Organization
Improving Chicago's Schools: Harding School
Every two years, CCSR conducts surveys of the students and teachers in the Chicago Public Schools. Each school then receives a customized report analyzing their school's responses and comparing them both to schools with similar characteristics and schools systemwide. This year's reports diff
School Improvement with External Partners
The Chicago Annenberg Challenge was formed in 1995 as part of the national Annenberg Challenge, a project aimed at improving public schools across the United States. Since its beginnings, the Chicago Annenberg Challenge has pursued school reform through intermediary organizations--community- or univ
Access to Magnet Schools in Chicago
This report describes the magnet schools in the Chicago Public Schools (CPS), and analyzes students' access to magnet schools based on their ethnicity and residential location within the city. It also examines changes in CPS enrollment patterns that may be related to the development of new
Update: Ending Social Promotion - Passing, Retention, and Achievement Trends Among Promoted and Reta...
The December 1999 research report, Ending Social Promotion: Results from the First Two Years, examined the progress of third-, sixth-, and eighth-grade students who, in 1997 and 1998, were subject to Chicago Public Schools ending social promotion policy. To understand the policy’s impact, rese
Chicago Classroom Demands for Authentic Intellectual Work: Trends from 1997-1999
Previous Consortium research found that when teachers assign more demanding classroom tasks, most students were able to complete them and demonstrate more complex intellectual performance. This data brief of the Chicago Annenberg Research Project presents information on the prevalence of these kinds
School Instructional Program Coherence: Benefits and Challenges
This report is one of a series of special topic reports developed by the Chicago Annenberg Research Project. It discusses an important reason why schools involved in multiple improvement initiatives do not always improve their students' achievements. It introduces the concept of instructional pr
Instruction and Achievement in Chicago Elementary Schools
This report is part of a series of special topic reports developed by the Chicago Annenberg Research Project. The study reported here explored the link between different forms of instruction and learning in Chicago elementary schools. The report presents clear and consistent evidence that in Chicago
Development of Chicago Annenberg Schools: 1996-1999
Report of the Chicago Annenberg Research Project. This is one of a series of technical reports charting the development of schools participating in the Chicago Annenberg Challenge. It addresses three major questions: (1) In what ways did Annenberg schools develop between 1996 and 1999, the first th
Improving Chicago's Schools: Pablo Neruda High School
In spring 2001, nearly 100,000 students, teachers, and principals across the Chicago public school system participated in the Consortium's 2001 Improving Chicago's Schools survey. Students told us about their school experiences, attitudes, and activities. Teachers and principals told us abou
Declining High School Enrollment: An Exploration of Causes
The authors document the decline in high school enrollment from 1993 to 2000 and examine why it occurred. Analysis shows that the introduction of the promotion gate policy to CPS elementary schools in the 1995-96 school year had a profound effect on high school enrollment. As lower achieving eighth-
Trust in Schools: A Core Resource for Improvement
Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make
Research and Evaluation in the Chicago Public Schools: A Plan for the Future
Improved teaching and learning is the top priority of the new CPS administration. Chief Executive Officer Arne Duncan and Chief Education Officer Barbara Eason-Watkins have introduced a number of initiatives intended to strengthen instruction and student performance, including a system-wide reading
Documentation of the 1996-2002 Chicago Annenberg Research Project on Authentic Intellectual Demand E...
Download the Annenberg Scoring Rubrics from 1998 Writing Manual Mathematics Manual In March 1996, the Consortium on Chicago School Research (CCSR) proposed to evaluate the Chicago Annenberg Challenge’s (CAC) newly funded reform efforts in the Chicago public schools. The evalua
Educational Technology: Its Availability and Use in Chicago's Public Schools
With expectations for technology use and its potential costs continuing to rise, the Consortium on Chicago School Research sought to provide baseline information on educational technology—the use of computers and the Internet for instructional purposes—in Chicago public schools. We addre
Reforming Chicago's High Schools: Research Perspectives on School and System Level Change
Order printed copy When the Reform Board of Trustees of the City of Chicago adopted the Design for High Schools in 1997, the Chicago Public Schools had been actively involved in school reform for nearly a decade. It was generally believed, however, that reform efforts had taken hold more t
Ending Social Promotion: Results from Summer Bridge
In the 1996-97 school year, the Chicago Public Schools (CPS) began a national trend when it included a required summer program, Summer Bridge, as a central component of its efforts to end social promotion. Over 21,000 students in the third, sixth, and eighth, or promotional gate grades, have attende
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.
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
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
Chicago High School Redesign Initiative: A Snapshot of the First Year of Implementation
In the fall of 2002, Chicago created five new small high schools within three large, traditional high schools. This was the beginning of the Chicago Redesign Initiative, a policy change that will expand in the coming years in the Chicago Public Schools’ large-scale effort to improve essential