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¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2008 · checked against its sources 2026-10-09 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The three case-study schools shared four practices that enabled them to use common organizational structures and positions effectively for instructional improvement. → David Stevens 2008

Evidence¶

David Stevens 2008¶

David Stevens, Sue Sporte, Sara Ray Stoelinga, Alissa Bolz. (2008). Lessons from High Performing Small High Schools in Chicago. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/lessons-high-performing-small-high-schools-chicago

q2 · i? · qualitative · r2

Cross-case qualitative analysis of three high-performing CHSRI schools based on leader interviews and teacher focus groups. The authors identify four shared practices and note the schools' consistency in them, while stating causality cannot be established.

"we argue that these schools shared four practices that enabled them to use common structures and positions effectively: (1) clearly defining leadership responsibilities, (2) creatively distributing responsibilities, (3) creating and institutionalizing routines to guide and sustain instructional improvement work, and (4) focusing the improvement work of teacher teams around school-wide goals."

Discussion¶

Related Claims¶

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