Chicago Public Education Fund

Product or Programme · All products and programmes
Evidence · 9 claims (6 for, 3 against) · 2 studies (2 associational), q2 · 0 of 2 report an effect size · 9 claims rest on one study

Description

The Chicago Public Education Fund's framework and initiative support the concentration and development of talented teachers and school leaders to promote school improvement.

Components

• The Fund's theory of action: concentrating talented teachers and leaders in a school moves it toward improvement: The report evaluates The Chicago Public Education Fund's theory of action, which holds that a concentration of talented teachers and leadership in a school will move the school toward improvement. The most positive findings, particularly the LAUNCH/NBCT cluster results, 'begin to suggest support for The Fund's theory of action, that a concentration of talented teachers and leaders in a school will move the school toward improvement.' The theory was tested by comparing schools combining trained principals with NBCT clusters against schools with similarly experienced principals. (Hart et al. (2006))

Claims

• Two LAUNCH elementary schools with NBCT clusters showed significantly positive differences on 8 of 16 school measures [+W]
• Elementary LAUNCH principals report significantly more data-driven decision making than comparable or veteran principals [+W]
• Elementary schools led by LAUNCH principals show higher teacher-parent interaction and more reformed literacy practices [+W]
• High schools with clusters of at least three NBCTs score higher on professional capacity measures [+W]
• Elementary schools with NLNS principals show greater innovation and reflective dialogue and less traditional literacy practice [+W]
• No differences in student learning gains found between LAUNCH or NLNS principals and comparable or veteran principals [-W]
• Schools with teams of Fund-supported leaders and NBCT clusters show few differences from other schools [-W]
• One-year learning gains similar for schools with leadership teams and schools without Fund leaders or NBCTs [-W]
• NBCTs report holding school leadership positions at higher rates than other teachers (50% vs 32%) [+W]

Related Products and Programmes

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Key Sources

• Hart, H. M., Ponisciak, S. M., Sporte, S. E., & Stevens, W. D. (2006). Principal and Teacher Leadership in Chicago: Continuing Analysis of Three Initiatives. Evaluation Report prepared for The Chicago Public Education Fund, Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/principal-and-teacher-leadership-chicago-continuing-analysis-three-initiatives

Page metadata

Field	Value
type	product
id	chicago-public-education-fund
title	Chicago Public Education Fund
description	The Chicago Public Education Fund's framework and initiative support the concentration and development of talented teachers and school leaders to promote school improvement.
status	review
moved_from	theory/fund-theory-of-action-talent-concentration
product_kind	framework
generated	by process:sweep-kinds on 2026-10-10
trust	unverified — no one has confirmed this page's content
sources	1 — hart-2006

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