Teachers in CHSRI schools reported statistically significantly higher perceptions of trust and collaboration than teachers in non-CHSRI schools¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2006 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? On survey measures, CHSRI teachers had statistically significantly higher perceptions of trust and collaboration between colleagues than non-CHSRI teachers, and were more likely to discuss instruction and share commitment to school improvement. → Stevens 2006

Evidence¶

Stevens 2006¶

Stevens, W. D., with Kahne, J. (2006). Professional Communities and Instructional Improvement Practices: A study of small high schools in Chicago. Consortium on Chicago School Research at the University of Chicago. https://consortium.uchicago.edu/publications/professional-communities-and-instructional-improvement-practices-study-small-high

q2 · i? · qualitative · r2

Earlier Consortium survey research on CHSRI schools, cited in the report's introduction as background, found significant differences in trust and collaboration; the report provides no effect size for this comparison.

"On survey measures, teachers in CHSRI schools had statistically signifi- cantly higher perceptions of trust and collaboration between colleagues than teachers from non-CHSRI schools."

Discussion¶

Related Claims¶

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• Relational trust appears to materialize in schools regardless of vast differences in environments — related
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• Elementary LAUNCH principals' schools rated significantly lower on 5 of 12 measures compared to schools led by non-program principals — related
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• Teacher activities in CHSRI small schools' professional communities were primarily oriented toward supportive rather than developmental practices — related
• Teachers and principals in CHSRI small schools describe an environment marked by trust, commitment, and strong professional community in year two — related
• High-trust schools are hypothesized to show greater teacher commitment, orientation to innovation, parent outreach, and collective responsibility — related
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• Student reports of instruction were generally similar across school types, with juniors in small schools reporting higher academic press and support — related
• Schools small by design showed significantly higher teacher influence and all four professional capacity measures — related