Chicago probation policy theory of action: consequences combined with support increase educator motivation and capacity¶

Theory · All theories
Evidence · 4 claims (2 for, 2 against) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The Chicago school probation policy rests on an implicit theory of action in which "threat (or consequences), combined with support, will increase educator motivation and capacity to improve performance", which in turn leads to increased student achievement. Its underlying assumptions include aligning accountability with educational goals, treating the school as the basic unit of accountability, using threat of sanctions to motivate, pairing accountability measures with capacity building, and relying on goal setting, planning, and monitoring of results. Assistance to schools is an integral part of this theory, since it is the assistance that enables the improvement policymakers seek.

Design Implications¶

Context¶

Requirements¶

• Support must be strong enough to build capacity at the classroom and school levels for the theory's improvement chain to operate

Constraints¶

• The authors' study found the support component too weak and under-specified to significantly alter classroom instruction, limiting realization of the theory in practice

Target Learners¶

• Students in low-performing elementary schools on academic probation

Target Learning Objectives¶

• Improved student achievement in reading and mathematics as measured on standardized tests

Claims¶

• Cps Probation Support Too Weak To Alter Instruction [+M]
• Organizational-level support targeted four areas: coordination and leadership, professional norms, monitoring of instruction and learning, and resources [+W]
• Provider assistance to probation schools suffered from low intensity, poor communication among providers, and weak organizational change strategies [-W]
• Most partner professional development relied on traditional short-term workshops with little classroom-level intensive assistance [-W]
• Providers located low performance within schools and targeted the instructional unit of teachers, materials, and students [+W]

Related Theories¶

• Three eras of Chicago school reform: Decentralization, Accountability, Diversification

Examples¶

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Key Sources¶

• Kara Finnigan and Jennifer O'Day, with the assistance of David Wakelyn. (2003). External Support to Schools on Probation: Getting a Leg Up? https://eric.ed.gov/?id=ED474395