Improving Chicago Schools: The Students Speak, 1997 and Improving Chicago Schools: The Teachers' Turn, 1997

Product or Programme · All products and programmes
Evidence · 5 claims (5 for) · 2 studies (2 associational), q2 · 0 of 2 report an effect size · 5 claims rest on one study

Description

A pair of student and teacher surveys administered by the Consortium on Chicago School Research to measure views of school environment, classroom learning, parent involvement, school governance, and teachers' professional work life.

Components

• Improving Chicago Schools 1997 student and teacher surveys: Two surveys, Improving Chicago Schools: The Students Speak, 1997 and Improving Chicago Schools: The Teachers' Turn, 1997, were administered by the Consortium on Chicago School Research to sixth-, eighth- and tenth-grade students and to elementary and high school teachers in spring 1997. The report states the purpose was "to collect reliable information on students' and teachers' views of the school environment, classroom learning, parent involvement, school governance, and the professional work life of teachers." Items were developed through stakeholder consultation with teachers, principals, central office staff, students, and Annenberg evaluation committees, drawing on the 1994 Charting Re (Anthony Bryk et al. (1997))

Claims

• The 1997 Chicago surveys achieved the greatest return rate of any Consortium study, with 408 elementary and 62 high schools participating [+W]
• Instructional leadership ratings are high even in bottom-quartile Chicago high schools: 85 percent of top-quartile teachers give strong or very strong ratings, and half of bottom-quartile teachers do so as well [+W]
• Joint problem solving distinguishes top- from bottom-quartile Chicago high schools: half of top-quartile teachers describe strong processes plus 13 percent very strong, while bottom-quartile teachers most often describe weak processes (46 percent) [+W]
• Program coherence varies widely within quartiles: more than half of top-quartile teachers report moderate coherence and 32 percent report little or none, while 44 percent of bottom-quartile teachers report strong or very strong coherence [+W]
• The 1997 Chicago Annenberg surveys reached 308 elementary schools and 62 high schools with response rates high enough to receive individual school reports [+W]

Related Products and Programmes

• CPS Elementary Teacher Survey and General Reform Index

Key Sources

• Anthony Bryk, Stuart Luppescu, Diane King Bilcer, Gudelia Lopez, Jenny Nagaoka, John Q. Easton. (1997). Improving Chicago's Schools: John Tyler High School. Consortium on Chicago School Research, 1313 E. 60th Street, Chicago IL 60637. https://consortium.uchicago.edu/publications/improving-chicagos-schools-john-tyler-high-school

Page metadata

Field	Value
type	product
id	improving-chicago-schools-the-students-speak-1997-and-improving-chicago-schools-the-teache
title	Improving Chicago Schools: The Students Speak, 1997 and Improving Chicago Schools: The Teachers' Turn, 1997
description	A pair of student and teacher surveys administered by the Consortium on Chicago School Research to measure views of school environment, classroom learning, parent involvement, school governance, and teachers' professional work life.
status	review
moved_from	element/improving-chicago-schools-surveys-1997
product_kind	assessment
generated	by process:sweep-kinds on 2026-10-10
trust	unverified — no one has confirmed this page's content
sources	1 — anthony-bryk-1997

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