"5Essentials" Survey in CPS: School Improvement and School Climate in High Poverty Schools. Research Report

Autor/inn/en	Hart, Holly; Young, Christopher; Chen, Alicia; Kheraj, Naureen; Allensworth, Elaine M.
Institution	University of Chicago Consortium on School Research
Titel	"5Essentials" Survey in CPS: School Improvement and School Climate in High Poverty Schools. Research Report
Quelle	(2021), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Environment; Elementary Secondary Education; Educational Improvement; Poverty; Disadvantaged Schools; Socioeconomic Influences; Predictor Variables; Leadership Responsibility; Principals; Teacher Collaboration; Family Involvement; Instruction; Educational Quality; Academic Achievement; Grade Point Average; Attendance; Barriers; Achievement Gains; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Armut; Sozioökonomischer Faktor; Prädiktor; Principal; Schulleiter; Lehrerkooperation; Teaching process; Unterrichtsprozess; Quality of education; Bildungsqualität; Schulleistung; Anwesenheit; Achievement gain; Leistungssteigerung
Abstract	Given the positive influence of school climate on academic outcomes, several districts--including Chicago Public Schools (CPS)--incorporated climate surveys into their accountability systems, to signal the importance of school climate to schools. The "5Essentials" Survey, developed in Chicago, is currently administered to CPS students in grades 4-12 and staff serving grades pre-k-12. In 2014, after more than a decade in which the survey was administered voluntarily for formative feedback, the "5Essentials" Survey became part of the CPS accountability policy. This report focuses on answering two questions: Do the "5Essentials" predict school improvement in both high- and low-poverty schools? and Can schools expect similar improvements in student outcomes if they focus on developing and maintaining their climate and organizational strength, regardless of the economic context of the neighborhoods they serve? The authors found that the "5Essentials" predict school improvement in both high- and low-poverty schools, at both the elementary and high school levels. They further discovered that in cases where both high- and low-poverty elementary schools were strong on the "5Essentials," the "5Essentials" were more strongly related to improvement in high-poverty elementary schools than in low-poverty elementary schools. At the high school level, the amount that schools with strong "5Essentials" improved did not significantly differ between schools at different poverty levels. An important addition to these findings is that despite the greater improvement in high-poverty schools, findings still showed disparities in overall levels of improvement. Although improvement in high-poverty schools with strong "5Essentials" was often twice as much as that in similarly strong low-poverty schools, it was not enough to compensate for the disparities in where high-poverty schools started out relative to low-poverty schools. It is important, therefore, to emphasize that while school climate is a critical component to improving student outcomes, addressing greater systemic issues such as segregation plays a fundamental role in creating equitable education. (ERIC).
Anmerkungen	University of Chicago Consortium on School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://consortium.uchicago.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01