Expanded accountability¶

Theory · All theories
Evidence · 6 claims (6 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 6 claims rest on one study

Description¶

A lens developed by Dr. Eve L. Ewing's Beyond Schools Lab that argues for "a more holistic view of accountability that interrogates and holds non-educational decision-makers accountable" for how their actions shape the environment in which students, teachers, and schools try to succeed. The report uses it to connect students' lived experiences in communities to their educational attainment, and to argue that addressing enduring disinvestments in communities of color is an underutilized avenue for improving attainment. It urges those working in housing and transportation to consider how their work relates to school outcomes.

Design Implications¶

Context¶

Requirements¶

• Education researchers, leaders, and advocates looking beyond school buildings and policies toward broader ecological factors shaping students' lives

Constraints¶

• The report uses it as an interpretive framing for descriptive data, not as a tested intervention

Target Learners¶

• CPS students, particularly Black and Brown students in communities facing disinvestment

Target Learning Objectives¶

• Improving high school and college attainment through cross-policy, community-centered improvement efforts

Claims¶

• College completion rates among immediate enrollees varied widely by community area, ranging from 24 to 74 percent for the class of 2013 [+W]
• In almost every Chicago community area, more than 50 percent of 2019 graduates enrolled immediately in college, while 16 percent of high schools had enrollment rates below 50 percent [+W]
• Ninth-grade enrollment in school types differed by community-area racial/ethnic makeup: 22 of 30 majority-Black areas had at least 25 percent of ninth-graders in charter schools, and no majority-Latinx area had a quarter in selective enrollment [+W]
• In 2019, high school graduation rates were similar across Chicago community areas (mostly 70–90%) while rates for the same students varied much more by high school (49–99%) [+W]
• Majority-Black community areas had the highest school dispersion: 21 of the 25 community areas with the highest dispersion ratios were majority-Black [+W]
• 2018–19 CPS ninth-graders were residentially segregated by race/ethnicity: one racial/ethnic group comprised over 50 percent of ninth-graders in 65 of 77 community areas [+W]

Related Theories¶

Examples¶

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Key Sources¶

• McKoy, D., Usher, A., Nagaoka, J., & Khatri, S. (2021). Approaching Chicago student attainment from a community perspective. Chicago, IL: University of Chicago Consortium on School Research. https://toandthrough.uchicago.edu/tool/cps/comm