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ED524665 - Trends in Chicago's Schools across Three Eras of Reform

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ERIC #:	ED524665
Title:	Trends in Chicago's Schools across Three Eras of Reform
Authors:	Luppescu, Stuart; Allensworth, Elaine M.; Moore, Paul; de la Torre, Marisa; Murphy, James
Descriptors:	African American Students; Public Schools; Graduation Rate; Dropout Rate; Scaling; Academic Achievement; Educational Trends; Trend Analysis; Educational Change; Elementary School Students; High School Students; Scores; Achievement Tests; Mathematics Achievement; Middle School Students; Reading Achievement; Racial Differences; White Students; Asian American Students; State Standards; Surveys; Outcomes of Education; Statistical Analysis; Hispanic American Students; Achievement Gap; Educational Improvement
Source:	Consortium on Chicago School Research
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Publisher:	Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://ccsr.uchicago.edu
Publication Date:	2011-09-00
Pages:	112
Pub Types:	Numerical/Quantitative Data; Reports - Research
Abstract:	"Trends in Chicago's Schools Across Three Eras of Reform" finds that Chicago Public Schools has experienced tremendous growth in graduation rates over the past 20 years, but learning gains have been modest. The report tracks elementary and high school test scores and graduation rates in Chicago since 1988, when U.S. Secretary of Education William Bennett proclaimed the city's public schools to be the worst in the nation. Key findings from the report include: (1) Graduation rates in Chicago have improved dramatically, and high school test scores have risen; more students are graduating without a decline in average academic performance; (2) Math scores have improved incrementally in the elementary/middle grades, while elementary/middle grade reading scores have remained fairly flat for two decades; (3) Racial gaps in achievement have steadily increased, with white and Asian students making more progress than Latino students, and African American students falling behind all other groups; and (4) Despite progress, the vast majority of CPS [Chicago Public Schools] students have academic achievement levels that are far below where they need to be to graduate ready for college. Appended are: (1) Reform Timeline; (2) Rescaling the ITBS [Iowa Tests of Basic Skills] to the ISAT [Illinois Standards Achievement Tests]; (3) Survey Administration and Rasch Scaling; (4) Calculating Graduation and Dropout Rates; and (5) Statistical Modeling of Outcomes. (Contains 2 footnotes, 4 tables, 53 figures and 39 endnotes.) [This report was written with Sanja Jagesic. For "Trends in Chicago's Schools across Three Eras of Reform: Summary of Key Findings. Research Summary," see ED524669.]
Abstractor:	As Provided
Reference Count:	37

Note:	N/A
Identifiers:	Illinois
Record Type:	Non-Journal
Level:	N/A
Institutions:	Consortium on Chicago School Research
Sponsors:	Chicago Community Trust
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
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