Annenberg elementary schools developed in small but potentially significant ways in leadership, professional community, parent and community support, and social trust, mostly mirroring citywide development patterns¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2004: local conditions change quickly

Subclaims¶

q2 i? Between 1996 and 1999 Annenberg schools became stronger in several areas of school leadership, teacher professional community, parent and community support, and social trust, with most development reflecting general citywide patterns. → Wenzel 2001

Evidence¶

Wenzel 2001¶

Wenzel, S. A., Smylie, M. A., Sebring, P. B., Allensworth, E., Gutierrez, T., Hallman, S., Luppescu, S., & Miller, S. R. (2001). Development of Chicago Annenberg Schools: 1996-1999. Consortium on Chicago School Research. https://eric.ed.gov/?id=ED452313

q2 · i? · associational · r2

Longitudinal field research in 14 Annenberg elementary schools combined with analyses of Consortium systemwide survey data compared Annenberg schools to demographically comparable non-Annenberg schools over three years. The report states schools "became stronger in several areas of school leadership and teacher professional community" and that most development mirrored citywide patterns.

"They became stronger in several areas of school leadership and teacher professional community and some aspects of parent and community support and social trust. There is evidence that student-teacher personalism and teachers' use of interactive teaching methods in reading also increased. Most of the development in Annenberg schools is reflected in general patterns of development citywide."

Discussion¶

Related Claims¶

• Initial improvements in Annenberg schools' organizational capacity by 1999 largely disappeared by 2001, leaving little net change — related
• The Chicago Annenberg Challenge had little impact on student academic achievement: rates of gain in Annenberg schools did not differ significantly from non-Annenberg schools — related
• Many Annenberg schools had weak human and social resources, including low trust among teachers, limiting their capacity for school development — related
• Annenberg schools showed no significant differences from non-Annenberg schools in student social and psychological outcomes, some of which weakened — related
• Relational trust varies substantially between schools, supporting its treatment as an organizational property — related