Chicago school organizational supports (leadership, professional capacity, parent involvement) improved across eras, but instructional quality did not, and student-reported teacher support declined after 2005¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2011 · checked against its sources 2026-10-08 (automated, 2 of 2 entries) · not reviewed by a person · overdue for a recheck since 2014: local conditions change quickly

Subclaims¶

q2 i? Improvements in leadership, parent/community ties, and teacher collaboration occurred at the start of one or more eras but often declined again toward the era's end and did not translate into better classroom instruction. → Luppescu 2011 q2 i? After 2005, students reported substantial declines in their relationships with teachers and the support they received from them. → Luppescu 2011 (2)

Evidence¶

Luppescu 2011¶

Luppescu, S., Allensworth, E. M., Moore, P., de la Torre, M., Murphy, J., with Jagesic, S. (2011). Trends in Chicago's Schools Across Three Eras of Reform. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/trends-chicagos-schools-across-three-eras-reform-full-report

q2 · i? · associational · r2

Trend analysis of CCSR survey measures of school leadership, professional capacity, parent/community ties, learning climate, and instruction across the three eras (Chapter 7). Organizational improvements at era starts were often unsustainable and did not improve overall instructional quality. No effect size is printed.

"These improvements in overall school organization did not, however, translate into better overall instructional quality in classrooms."

Luppescu 2011 (2)¶

Luppescu, S., Allensworth, E. M., Moore, P., de la Torre, M., Murphy, J., with Jagesic, S. (2011). Trends in Chicago's Schools Across Three Eras of Reform. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/trends-chicagos-schools-across-three-eras-reform-full-report

q2 · i? · associational · r2

Survey trend analysis of student-reported climate measures (Chapter 7). The report states that improvements in instruction and student supports were not sustained, with substantial post-2005 declines in student-reported teacher relationships and support. No effect size is printed.

"after 2005 there were substantial declines in students’ reports of their relationships with teachers and the support they received from them"

Discussion¶

Related Claims¶

• Elementary schools strong in three or more of the five essential supports were ten times more likely to substantially improve student math and reading scores (attributed to Bryk et al., 2010) — the general claim this finding bears on, with the studies behind it
• Family voices contributed to differentiating strong and weak organizational conditions across all essentials, not only Involved Families — related
• Decentralization and accountability acted as sorting mechanisms stratifying schools by initial capacity to respond — related
• Strongly organized ECE programs create contexts more supportive of teaching, learning, and family engagement than weakly organized programs — related
• The five essential supports matter in combination: strength on clusters of supports, not isolated domains, predicts improvement — related
• Initial improvements in Annenberg schools' organizational capacity by 1999 largely disappeared by 2001, leaving little net change — related
• Stakeholders reported parents became less involved in schools after the 1988 reform act, despite the act's involvement goal — related
• Chicago high school teachers reported better communication and more positive relationships with parents in 1997 than in 1994 — related
• Schools with many unrelated and unsustained initiatives show smaller gains than schools with coherent programs — related
• School reform efforts often narrowly focus on instruction, curriculum and pedagogy while overlooking organizational and community conditions — related
• High schools improving instruction and teacher collaboration also showed the largest improvements in parent communication — related