Many Annenberg schools had weak human and social resources, including low trust among teachers, limiting their capacity for school development¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? More than half of Annenberg schools reported no trust or minimal trust among their teachers in 1997. → Karin Sconzert 2004

Evidence¶

Karin Sconzert 2004¶

Karin Sconzert, Mark A. Smylie, & Stacy A. Wenzel. (2004). Working for School Improvement: Reflections of Chicago Annenberg External Partners. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/working-school-improvement-reflections-chicago-annenberg-external-partners

q2 · i? · associational · r?

Findings from 1997 Consortium citywide teacher survey data reported in Table 7 of the report, describing the weakest categories of human and social resources in Annenberg schools, including relational trust measures.

"More than half of the schools reported no trust or minimal trust among their teachers."

Discussion¶

Related Claims¶

• Annenberg external partners accumulated substantial experience working with schools but were not particularly successful in promoting improvement across the large number of schools they served — related
• Initial improvements in Annenberg schools' organizational capacity by 1999 largely disappeared by 2001, leaving little net change — related
• 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 — related
• Schools with high relational trust showed marked gains in student learning while schools with weak trust relations saw virtually no improvement in reading or mathematics scores — related
• Relational trust varies substantially between schools, supporting its treatment as an organizational property — related