Consortium on Chicago School Research five-year research agenda 2004-2008 by topic and study type¶

Element · All elements
Evidence · 8 claims (8 for) · 2 studies (1 qualitative, 1 theoretical), q2 · 0 of 2 report an effect size · 8 claims rest on one study

Description¶

This document is a research agenda laying out planned studies across five sections: student outcomes and school productivity, deeper examination of the essential supports, a closer look at students in CPS, high school follow-up research, and assisted studies. Tables I and II list all studies and proposed time lines, noting that "We have listed more studies than we can complete during the next five years," with several studies contingent on raising funds. It aims to provide results useful to CPS leadership, local schools, and the education reform community, and to bring evidence to bear on the theory of action behind major initiatives.

Design Implications¶

Context¶

Requirements¶

• Several planned studies depend on success in raising funds and on engaging outside scholars with specialized expertise

Constraints¶

• The agenda lists more studies than the Consortium can complete during the next five years, so inclusion indicates priority areas rather than commitments

Target Learners¶

• Chicago Public Schools elementary and high school students

Target Learning Goals¶

• School improvement, student achievement, dropout prevention, and postsecondary transitions in an urban school system

Claims¶

• Chicago Public Schools dropout rates remained high, with over 40 percent of students dropping out by age 19 [+W]
• Chicago's professional development spending was not integrated into a comprehensive strategy for improving instruction [+W]
• Close monitoring of school experiences is important for children in their first year of foster care [+W]
• Under NCLB, CPS transfer demand far exceeded available seats, and school classifications were unstable [+W]
• During Phase I reform, a subset of very disadvantaged, racially isolated African-American schools showed weak improvement [+W]
• School mobility, especially frequent within-year moves, slows instructional pacing in schools with many mobile students [+W]
• Annenberg external partners accumulated substantial experience working with schools but were not particularly successful in promoting improvement across the large number of schools they served [+W]
• Annenberg external partners were organizationally diverse, and a majority focused their work on curriculum and instruction [+W]

Related Elements¶

• Educational indicator system for monitoring Chicago school reform progress

Examples¶

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Key Sources¶

• Sebring, Penny Bender. (2003). Research Agenda 2004-2008. Consortium on Chicago School Research. https://www.consortium-chicago.org/publications