School characteristics relate to politics type: Hispanic schools show a marked tendency toward strong democracy and small schools less adversarial politics¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1993 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1998: baselines and conditions change

Subclaims¶

q2 i? Adversarial politics is considerably less likely in schools with fewer than 350 students. → Bryk 1993

Evidence¶

Bryk 1993¶

Bryk, A. S., Easton, J. Q., Kerbow, D., Rollow, S. G., & Sebring, P. A. (1993). A View from the Elementary Schools: The State of Reform in Chicago. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/view-elementary-schools-state-reform-chicago

q2 · i? · associational · r1

Descriptive analysis of school size and politics type. The report states "adversarial politics is considerably less likely in schools with fewer than 350 students" and that mixed politics and strong democracy occur slightly more often in small schools, implying small size minimizes sustained conflict.

"Not surprisingly, adversarial politics is considerably less likely in schools with fewer than 350 students. Mixed politics and strong democracy also occur slightly more often in small schools."

Discussion¶

Related Claims¶

• The indicator system correctly classifies 96 percent of case-study schools' politics and 92 percent of their improvement approach — related
• The Chicago reform study joins the politics of local control to school change through intertwined narrative and quantitative analysis — a broader claim this one bears on
• An estimated 39-46% of Chicago elementary schools show consolidated principal power while 23-32% show strong democracy — related
• School size is the characteristic most related to teachers' reform and school-quality ratings, with small schools (350 students or fewer) rated most positively — related
• Integrated, small, wealthier, and higher-achieving Chicago schools are far more likely to combine strong press and strong support than large, poor, racially isolated, low-achieving schools — related
• Teachers and principals in CHSRI small schools describe an environment marked by trust, commitment, and strong professional community in year two — related
• Small elementary schools (under 350 students) report more positive trust relations among teachers and between teachers and parents — related