LSC parent and community members make a substantial time commitment to their schools, beyond formal council duties¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 1997 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2000: local conditions change quickly

Subclaims¶

q2 i? Half of LSC parent and community members report spending five to ten hours a month at school on formal LSC duties. → Susan Ryan 1997 q2 i? Almost half report spending more than 10 hours a month on school work beyond regular LSC duties, and a third spend over 20 hours. → Susan Ryan 1997 (2)

Evidence¶

Susan Ryan 1997¶

Susan Ryan, Anthony S. Bryk, Gudelia Lopez, Kimberley P. Williams, Kathleen Hall, Stuart Luppescu. (1997). Charting Reform: LSCs - Local Leadership at Work. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-lscs%E2%80%94local-leadership-work

q2 · i? · associational · r2

Survey of LSC members asked to list monthly hours spent at the school for formal duties; the authors treat this time as a proxy for members' specific knowledge about the school. "half the parent and community members report spending five to ten hours a month at school."

"For formal LSC duties, half the parent and community members report spending five to ten hours a month at school (see Table 6)."

Susan Ryan 1997 (2)¶

Susan Ryan, Anthony S. Bryk, Gudelia Lopez, Kimberley P. Williams, Kathleen Hall, Stuart Luppescu. (1997). Charting Reform: LSCs - Local Leadership at Work. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-lscs%E2%80%94local-leadership-work

q2 · i? · associational · r2

Same survey, covering time beyond formal LSC duties such as volunteering, committee meetings, extracurricular events, and PTA. "A third spend over 20 hours a month" on top of regular LSC duties.

"Almost half the parent and com- munity members on the LSC report spending more than 10 hours a month on such school work (see Table 7). A third spend over 20 hours a month."

Discussion¶

Related Claims¶

• LSC parent and community representatives are better educated than the general Chicago population, but their educational level is lower in high-poverty schools — related
• Stakeholders reported parents became less involved in schools after the 1988 reform act, despite the act's involvement goal — related
• Strong local community connections and commitment can provide one of the biggest boosts to rural school turnaround efforts — related
• Elementary principals in low-achieving schools spend more time on instruction while those in high-achieving schools spend more on external management — related