In bottom-quartile schools the School Improvement Plan is largely not implemented, with most teachers negative or mixed¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In bottom-quartile schools, 40 percent of teachers respond negatively to the SIP, including reporting no knowledge of it, another 50 percent give mixed ratings, and only ten percent see the SIP as integral to the school. → Sebring 1995

Evidence¶

Sebring 1995¶

Sebring, P. A., Bryk, A. S., Luppescu, S., & Thum, Y. M. (1995). Charting Reform in Asbury High School: Results of Student and Teacher Surveys. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-asbury-school-results-student-and-teacher-surveys

q2 · i? · associational · r2

Survey report summary of the SIP Implementation scale (seven items) for teachers in bottom-quartile schools. The report states "the SIP is not being implemented" and gives the printed percentages 40, 50, and ten percent for negative, mixed, and integral ratings respectively.

"Responses from teachers in these schools reveal the SIP is not being implemented. Forty percent of the teachers respond negatively, including that they have no knowledge of the SIP. Another 50 percent of the teachers give mixed ratings to the SIP."

Discussion¶

Related Claims¶

• More than half of teachers in bottom-quartile schools describe little or no program coherence — related
• Joint problem solving distinguishes top- from bottom-quartile Chicago high schools: half of top-quartile teachers describe strong processes plus 13 percent very strong, while bottom-quartile teachers most often describe weak processes (46 percent) — related
• Teachers rate principal instructional leadership highly even in many bottom-quartile schools — related
• Principal leadership regard is nearly unanimous in top quartile schools but low for about 40 percent of teachers in bottom quartile schools — related
• Program coherence varies widely within quartiles: more than half of top-quartile teachers report moderate coherence and 32 percent report little or none, while 44 percent of bottom-quartile teachers report strong or very strong coherence — related
• Teacher views of Local School Council contribution differ sharply between top and bottom quartile schools — related
• Instructional leadership ratings are high even in bottom-quartile Chicago high schools: 85 percent of top-quartile teachers give strong or very strong ratings, and half of bottom-quartile teachers do so as well — related
• Most School Improvement Plans do not guide staff efforts to tackle the root causes that prevent significant performance improvement — related
• Teacher survey reports of instructional program coherence correlate strongly with researchers' field-based ratings of coherence — related