Differences favoring CHSRI teachers on facilitators of instructional improvement were small and mostly not statistically significant¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2009: local conditions change quickly

Subclaims¶

q2 i? Principal instructional leadership (effect size = 0.09) and quality professional development (effect size = 0.13) showed no statistically significant CHSRI advantage; only one improvement-practice measure was even marginally significant. → Kahne 2006

Evidence¶

Kahne 2006¶

Kahne, J. E., Sporte, S., de la Torre, M., with Easton, J. Q. (2006). Small High Schools on a Larger Scale: The First Three Years of the Chicago High School Redesign Initiative. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/small-schools-larger-scale-first-three-years-chicago-high-school-redesign-initiative

q2 · i? · associational · r2

Same 2005 teacher survey HLM analysis. The reported Principal Instructional Leadership level "was no different from the level reported by teachers at other schools (effect size = 0.09)" and professional development responses were similar (effect size = 0.13); no effect sizes were printed for other measures.

"Although all differences between CHSRI teachers and other teachers on measures related to instructional improvement activities were positive, only one was even marginally significant."

Discussion¶

Related Claims¶

• Teachers in CHSRI schools reported statistically significantly higher perceptions of trust and collaboration than teachers in non-CHSRI schools — related
• Building a strong learning climate by supporting and guiding teacher collaboration around common goals is highlighted as a key finding — related
• In one school, well-defined instructional priorities plus deliberate leadership facilitated sustained 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
• None of the three key organizational characteristics is individually sufficient for strong freshman course performance in CHSRI small schools — related
• High-performing CHSRI schools shared four practices for guiding and sustaining instructional improvement: defining leadership responsibilities, creatively distributing them, institutionalizing routines, and focusing team work on school-wide goals — related
• Student reports of instruction were generally similar across school types, with juniors in small schools reporting higher academic press and support — related
• Teachers in CHSRI small schools report significantly more supportive contexts for reform than similar teachers in other Chicago high schools — related