Toward the Continuous Improvement of Chicago Public Schools' High Churn Elementary Schools

Autor/inn/en	Walker, Lisa J.; Tozer, Steven E.
Institution	University of Illinois Chicago (UIC), Center for Urban Education Leadership (CUEL)
Titel	Toward the Continuous Improvement of Chicago Public Schools' High Churn Elementary Schools
Quelle	(2021), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Improvement; Elementary Schools; Public Schools; Institutional Characteristics; Attendance; Enrollment Trends; Barriers; Accountability; Student Mobility; Homeless People; Teacher Effectiveness; School Restructuring; Teacher Attendance; Measurement Techniques; Educational Policy; Capacity Building; Teacher Persistence; Faculty Mobility; Disadvantaged Schools; Academic Achievement; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Anwesenheit; Verantwortung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Homeless person; Homeless persons; Obdachloser; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulreformplan; Schulumwandlung; Messtechnik; Politics of education; Bildungspolitik; Schulleistung
Abstract	The UIC Center for Urban Education Leadership (CUEL) brief is an analysis that examines schools that have historically struggled to improve within the context of the Chicago Public Schools SQRP Accountability System. In this research brief, CUEL researchers advance the term 'high churn" to describe a school type that has proven particularly challenging to improve. These schools exhibit comparatively high instability in student enrollment and attendance evidenced in rates of student mobility, chronic absence, and student homelessness. Teacher instability is also common in these schools. Walker and Tozer make the case for envisioning new improvement foci and approaches in these sorts of schools. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01