organizing schools for improvement: lessons from chicago presented by: anthony s. bryk, penny bender...
TRANSCRIPT
![Page 1: Organizing Schools for Improvement: Lessons from Chicago Presented by: Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth and Stuart Luppescu Gleacher](https://reader036.vdocument.in/reader036/viewer/2022062404/5516e406550346fe558b4654/html5/thumbnails/1.jpg)
Organizing Schools for Improvement:
Lessons from ChicagoPresented by: Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth and Stuart Luppescu
Gleacher Center, Chicago, January 14, 2010
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A Framework of Essential Supports
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Likelihood of Substantial Improvement, Given Weak or Strong Supports
Reading
11% 10% 9%
16%
10%
43%40%
47%
36%
45%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
SchoolLeadership
ParentInvolvement
WorkOrientation
Safety &Order
CurriculumAlignment
Per
cen
tag
e o
f S
cho
ols
th
at
Su
bst
anti
all
y Im
pro
ved
in
R
ead
ing
Weak
Strong
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Schools with strong teacher cooperative relationships focused on curricular alignment were very likely to show
substantial academic improvements
Reading Math
Strong Work Orien-tation and Curricular
Alignment
Strong Professional Community and Curricular Align-
ment
Strong Work Orien-tation and Curricular
Alignment
Strong Professional Community and Curricular Align-
ment
0%
10%
20%
30%
40%
50%
60%
70%
80%
67%
56%
43%
48%
5%9%
5% 4%
Percent that Substantially Improved Percent that Were Stagnant
Strong Work Orientation and Strong Curricular
Alignment
Strong Professional Com-munity and Strong Curric-
ular Alignment
Strong Work Orientation and Strong Curricular
Alignment
Strong Professional Com-munity and Strong Curric-
ular Alignment
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Schools did not improve attendance if their learning climate was unsafe/disorderly and instruction was weak
Schools with Poor Curricu-lar Alignment and Little
Safety/Order
Schools with Little Interac-tive Instruction and Little
Safety/Order
Schools with a Strong Emphasis on Didactic In-
struction and Little Safety/Order
0%
10%
20%
30%
40%
50%
60%
70%
80%
0% 0%
6%
53% 53%
67%
Percent that Substantially Improved Percent that Were Stagnant
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Relationships of Essential Supports with Improvements in Value-Added,
1997-2005Essential Support Effect of strength
in base yearEffect of
improvement
School leadership
Instructional leadership .18*** .10**
Program coherence .15*** .10**
Parent community ties
Parent involvement in the school .34*** .14***
Professional capacity
Reflective dialogue .03 .02
Collective responsibility .22*** .11**
Orientation toward innovation .21*** .08*
School commitment .29*** .15***
Student-centered learning climate
Safety .43*** .17***
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Recent CCSR Research
Attendance, grades and pass rates are higher in schools with stronger:
• Instruction
• Student-centered climates– Teacher-student
relationships– Safety
• Teacher collaboration– Collective responsibility– Instructional program
coherence
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Recent CCSR Research
Teachers remain in schools with stronger:
• Student-centered climates– Safety
• Teacher collaboration– Collective responsibility– Innovation
• Parent involvement– Teacher-parent trust
• Leadership– Program coherence– Teacher influence– Instructional leadership
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A Framework of Essential Supports
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Classification of School Communities by Students’ Racial/Ethnic and SES
CompositionPercent African
American
Percent Latino
Percent White
Median Family Income
Truly Disadvantaged 100 0 0 $9,480
African-American Low SES 99 1 0 $19,385
African-American Moderate SES 99 1 0 $33,313
Predominantly Minority 34 61 4 $23,293
Predominantly Latino 3 93 4 $23,381
Racially Diverse 21 56 17 $33,156
Racially Integrated 14 35 40 $37,350
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Stagnation or Substantial Improvement in Reading by Race/Ethnicity and Socioeconomic Status of Students
and Their Communities46
31 31
1815
9
15
24
2018
31
35
42
0
5
10
15
20
25
30
35
40
45
50
Truly Disadvantaged
n=46African-American,
Low SES n=95African-American,
Average toModerate SES n=74
PredominantlyMinority n=45
PredominantlyLatino n=39
Racially Diversen=34
Racially Integratedn=57
Per
cen
tag
e o
f S
cho
ols
th
at S
tag
nat
ed o
r Im
pro
ved
Stagnant Substantially Improved
23 Expected: 25%
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Data on Community CharacteristicsBonding Social Capital
• Collective Efficacy • Religious Participation• Crime statistics for school neighborhood
and students’ neighborhoods
Bridging Social Capital
• Contacts with people in other neighborhoods
Percent of Students Who Were Abused or Neglected
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Odds of Substantial Improvement in Reading Compared to Integrated Schools, Unadjusted and
Adjusted
Racially Diverse
Predominantly Latino
Predominantly Minority
African-American Moderate SES
African-American Low SES
Truly Disadvantaged
Unadjusted
Adjusted for bonding socialcapital
Adjusted for bonding andbridging social capital
Adjusted for social capital anddensity of abuse and neglect
Even Odds
1.0 2.0
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5% 6%8%
39% 38%
33%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Religious Participation Collective Efficacy Outside Connections
Per
cen
tag
e o
f S
cho
ols
wit
h S
tro
ng
Ess
enti
al S
up
po
rts
in
19
94
Low High
Expected: 20%
Influence of Bonding and Bridging Social Capital on Essential Supports
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4%2%
36%
40%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Crime Density of Abused or NeglectedStudents
Per
cen
tag
e o
f S
cho
ols
wit
h S
tro
ng
Ess
enti
al S
up
po
rts
in
199
4
High Rate Low Rate
Expected: 20%
Influence of Crime and Abuse and Neglect on Essential Supports
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For more information….
About the book:Email: [email protected]: ccsr.uchicago.edu/osfi
About CCSR:Website: ccsr.uchicago.edu