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¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: local conditions change quickly

Subclaims¶

q2 i? Charter schools typically had more promotion and graduation requirements, teachers reported greater willingness to try innovative strategies, and students described classes as more academically demanding and their schools as more engaged in college and future planning. → Gwynne 2017

Evidence¶

Gwynne 2017¶

Gwynne, J.A., & Moore, P.T. (2017). Chicago's charter high schools: Organizational features, enrollment, school transfers, and student performance. Chicago, IL: University of Chicago Consortium on School Research. http://cps.edu/NewSchools/Pages/RFP2017.aspx

q2 · i? · associational · r2

Descriptive analysis of charter annual-report policy data and teacher/student surveys in the Executive Summary, finding charter schools had "more requirements for grade-level promotion" with comparable instructional days, plus survey-reported innovative strategies and college-readiness emphasis.

"Typically, charter schools had more requirements for grade-level promotion and high school graduation, although most had a comparable number of instructional days as non-charter schools."

Discussion¶

Related Claims¶

• Charter high school students had comparable high school graduation but much higher four-year college enrollment, selective-college enrollment, and four-semester college completion than comparable non-charter students — related
• On study habits, grit, and promotion to tenth grade, charter students performed similarly to or slightly below comparable non-charter students, with the promotion gap possibly reflecting charters' higher promotion requirements — related
• Over two decades, Chicago teachers reported increasing program coherence and higher trust in their principals — related
• Relational trust appears to materialize in schools regardless of vast differences in environments — related
• Schools with stronger college-going cultures have higher student ACT scores, regardless of student backgrounds — related
• Fewer than 30 percent of high school teachers report that most or all of their students will go on to college — related
• Teachers are more likely to stay in schools where they perceive colleagues as collaborators, feel influence over their work environment, and trust their principal as an instructional leader — related
• Teachers in CHSRI schools reported statistically significantly higher perceptions of trust and collaboration than teachers in non-CHSRI schools — related
• In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements — related
• High-trust schools are hypothesized to show greater teacher commitment, orientation to innovation, parent outreach, and collective responsibility — related
• Teachers in CHSRI small schools report significantly more supportive contexts for reform than similar teachers in other Chicago high schools — related