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)¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1997 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Half of top-quartile teachers describe strong joint problem solving and an additional 13 percent describe very strong processes, whereas bottom-quartile teachers are most likely to describe their joint problem solving as weak (46 percent). → 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 Joint Problem Solving scale summary, which examines how well teachers talk through and solve problems with one another, including use of faculty meetings for problem solving. No significance test is reported.

"Half of the teachers in the top quartile schools describe strong joint problem solving processes, while an additional 13 percent describe very strong processes. Teachers in the bottom quartile schools, on the other hand, are most likely to describe their joint problem solving as weak (46 percent)."

Discussion¶

Related Claims¶

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