Instructional leadership ratings are high even in bottom-quartile Chicago high schools: 85 percent of top-quartile teachers give strong or very strong ratings, and half of bottom-quartile teachers do so as well¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 1997 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2000: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? On the Instructional Leadership scale, 85 percent of top-quartile teachers give very strong or strong ratings, and even in the bottom quartile half of teachers give strong or very strong ratings. → Anthony Bryk 1997
Evidence¶
Anthony Bryk 1997¶
Anthony Bryk, Stuart Luppescu, Diane King Bilcer, Gudelia Lopez, Jenny Nagaoka, John Q. Easton. (1997). Improving Chicago's Schools: John Tyler High School. Consortium on Chicago School Research, 1313 E. 60th Street, Chicago IL 60637. https://consortium.uchicago.edu/publications/improving-chicagos-schools-john-tyler-high-school
q2 · i? · associational · r1
Descriptive quartile comparison from the Instructional Leadership scale summary, which assesses teacher perceptions of the principal as an instructional leader who sets high standards, communicates a clear vision, and tracks academic progress. No significance test is reported.
"Teachers in the top quartile schools give their principals very high ratings for instructional leadership. Eighty-five percent give very strong or strong ratings. Even in the bottom quartile, teachers rate principals highly, with half giving strong or very strong ratings."
Discussion¶
Related Claims¶
- In bottom-quartile schools the School Improvement Plan is largely not implemented, with most teachers negative or mixed — related
- Teachers rate principal instructional leadership highly even in many bottom-quartile schools — related
- Joint problem solving distinguishes top- from bottom-quartile Chicago high schools: half of top-quartile teachers describe strong processes plus 13 percent very strong, while bottom-quartile teachers most often describe weak processes (46 percent) — related
- Principal leadership regard is nearly unanimous in top quartile schools but low for about 40 percent of teachers in bottom quartile schools — related
- About three-quarters of Chicago teachers rate their principals highly on facilitating school development and inclusive leadership — related
- Teachers in top-quartile schools hold their principals in high regard as facilitative, inclusive, committed leaders — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
instructional-leadership-high-ratings-both-quartiles-1997 |
title |
Instructional leadership ratings are high even in bottom-quartile Chicago high schools: 85 percent of top-quartile teachers give strong or very strong ratings, and half of bottom-quartile teachers do so as well |
description |
Instructional leadership ratings are high even in bottom-quartile Chicago high schools: 85 percent of top-quartile teachers give strong or very strong ratings, and half of bottom-quartile teachers do so as well |
status |
review |
evidence_strength |
weak |
newest_evidence |
1997 |
source_checked |
2026-10-08 |
recheck_by |
2000 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — anthony-bryk-1997 |
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