In CPS, student teachers were disproportionately placed in North Side schools and in more socioeconomically advantaged schools with stronger organizational ratings¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: local conditions change quickly

Subclaims¶

q2 i? Schools on the North, Northwest, or Far North Sides of Chicago were three times more likely to serve as field placement schools than schools on the South or West Sides. → Gordon 2018 q2 i? Student teachers were significantly less likely to be placed in low-SES schools, schools with primarily Black students, and historically disinvested neighborhoods. → Gordon 2018 (2) q2 i? Placement and non-placement schools did not differ in ambitious instruction, supportive environment, or socialization of new teachers. → Gordon 2018 (3)

Evidence¶

Gordon 2018¶

Gordon, M.F., Jiang, J.Y., Kapadia Matsko, K., Ronfeldt, M., Greene Nolan, H.G., & Reininger, M. (2018). On the path to becoming a teacher: The landscape of student teaching in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/surveys

q2 · i? · associational · r2

Administrative placement data for the 2014-15 CPS cohort, mapped in Figure 1, show that schools on the North, Northwest, or Far North Sides were "three times more likely to serve as a field placement school" than South or West Side schools.

"In 2014-15, schools on the North, Northwest, or Far North Sides of Chicago were three times more likely to serve as a field placement school compared to schools on the South or West Sides of Chicago."

Gordon 2018 (2)¶

Gordon, M.F., Jiang, J.Y., Kapadia Matsko, K., Ronfeldt, M., Greene Nolan, H.G., & Reininger, M. (2018). On the path to becoming a teacher: The landscape of student teaching in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/surveys

q2 · i? · associational · r2

Analysis of 2014-15 administrative placement data, student teacher surveys, and My Voice My School survey data found student teachers were "significantly less likely to be placed in low-SES schools" and in historically disinvested neighborhoods.

"We found that student teachers were significantly less likely to be placed in low-SES schools—schools with primarily Black students—and schools located in historically disinvested neighborhoods (see Table 2)."

Gordon 2018 (3)¶

Gordon, M.F., Jiang, J.Y., Kapadia Matsko, K., Ronfeldt, M., Greene Nolan, H.G., & Reininger, M. (2018). On the path to becoming a teacher: The landscape of student teaching in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/surveys

q2 · i? · associational · r2

Comparing 2014-15 placement schools with non-placement schools on My Voice My School survey measures, the brief reports "no differences between the schools where student teachers trained and other district schools" on ambitious instruction and supportive environment.

"we found no differences between the schools where student teachers trained and other district schools in the level of ambitious instruction, or the degree to which the schools had supportive environments"

Discussion¶

Related Claims¶

• Socioeconomically disadvantaged schools are less likely to be strong in the essentials, with a stronger effect in Chicago than the rest of Illinois — related
• Student teachers hired by their field-placement school had higher first-year evaluation ratings than those hired elsewhere in CPS — related
• CTE programs of study vary across CPS high schools and are more common on the south and west sides — related
• Teachers in schools with better organizational and learning climates have higher value-added and observation scores, even compared with schools serving similar students — related