Teachers in CHSRI small schools report significantly more supportive contexts for reform than similar teachers in other Chicago high schools¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i2 medium
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 i2 CHSRI teachers scored significantly higher on teacher-teacher trust (effect size = 0.37), collective responsibility (0.47), commitment to innovation (0.52), and teacher influence (0.83). → 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 · i2 · associational · r2

Survey analysis using three-level hierarchical linear models of 190 teachers in 10 CHSRI schools and 3,083 teachers in 42 non-CHSRI schools (2005 Consortium survey), controlling for individual and school characteristics. Reported effect sizes: trust "effect size = 0.37", collective responsibility 0.47, innovation 0.52, teacher influence "a 'substantial' difference, with an effect size of 0.83".

"once we controlled for the academic and demographic qualities of students, teachers, and their schools, we found that CHSRI teachers had significantly higher scores on all of the indicators of Box 6, Teacher Context for Reform, than similar teachers at other schools."

Discussion¶

Related Claims¶

• Teachers in CHSRI schools reported statistically significantly higher perceptions of trust and collaboration than teachers in non-CHSRI schools — possibly the same claim (merge candidate)
• Chicago charter high school teachers report leadership perceptions similar to non-charter peers but higher trust and collective responsibility among colleagues, and their schools differ most in future preparation: more promotion/graduation requirements, innovative instruction, and college-going emphasis — related
• Teacher activities in CHSRI small schools' professional communities were primarily oriented toward supportive rather than developmental practices — related
• High-trust schools are hypothesized to show greater teacher commitment, orientation to innovation, parent outreach, and collective responsibility — a broader claim this one bears on
• Educational reform's progress depends on teachers' individual and collective capacity and its link with school-wide capacity for promoting pupils' learning — a broader claim this one bears on
• Differences favoring CHSRI teachers on facilitators of instructional improvement were small and mostly not statistically significant — related