Elaine Allensworth's Books

Organizing Schools for Improvement

Lessons from Chicago

By: Anthony S. Bryk,Penny Bender Sebring,Elaine Allensworth,John Q. Easton,Stuart Luppescu

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Organizing Schools for Improvement

Lessons from Chicago

By: Anthony S. Bryk,Penny Bender Sebring,Elaine Allensworth,John Q. Easton,Stuart Luppescu

In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.

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328

Publisher

University of Chicago Press

Published Date

ISBN 10

0226078019

ISBN 13

9780226078014

Selecting the Right Analyses for Your Data

Quantitative, Qualitative, and Mixed Methods

By: W. Paul Vogt,Elaine R. Vogt,Dianne C. Gardner,Lynne M. Haeffele

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Selecting the Right Analyses for Your Data

Quantitative, Qualitative, and Mixed Methods

By: W. Paul Vogt,Elaine R. Vogt,Dianne C. Gardner,Lynne M. Haeffele

What are the most effective methods to code and analyze data for a particular study? This thoughtful and engaging book reviews the selection criteria for coding and analyzing any set of data--whether qualitative, quantitative, mixed, or visual. The authors systematically explain when to use verbal, numerical, graphic, or combined codes, and when to use qualitative, quantitative, graphic, or mixed-methods modes of analysis. Chapters on each topic are organized so that researchers can read them sequentially or can easily "flip and find" answers to specific questions. Nontechnical discussions of cutting-edge approaches--illustrated with real-world examples--emphasize how to choose (rather than how to implement) the various analyses. The book shows how using the right analysis methods leads to more justifiable conclusions and more persuasive presentations of research results. User-Friendly Features *Chapter-opening preview boxes that highlight useful topics addressed. *End-of-chapter summary tables recapping the 'dos and don'ts' and advantages and disadvantages of each analytic technique. *Annotated suggestions for further reading and technical resources on each topic. See also Vogt et al.'s When to Use What Research Design, which addresses the design and sampling decisions that occur prior to data collection.

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Page Count

522

Publisher

Guilford Publications

Published Date

ISBN 10

1462516041

ISBN 13

9781462516049

Beyond the Rules

Writing with Clarity, Power, and Style

By: Elaine Dion,Mary Peters,Ruth Fennick

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Beyond the Rules

Writing with Clarity, Power, and Style

By: Elaine Dion,Mary Peters,Ruth Fennick

The words we choose and the way we arrange those words reflect the choices we make, both consciously and subconsciously, every time we speak or write. The strategies and activities provided help students to become more conscious of those choices and the effects they have on their readers.

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132

Publisher

Instructional Fair

Published Date

ISBN 10

156822625X

ISBN 13

9781568226255

Student and Teacher Safety in Chicago Public Schools

The Roles of Community Context and School Social Organization

By: Matthew P. Steinberg,Elaine Allensworth,David W. Johnson

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Student and Teacher Safety in Chicago Public Schools

The Roles of Community Context and School Social Organization

By: Matthew P. Steinberg,Elaine Allensworth,David W. Johnson

In schools across the country, students routinely encounter a range of safety issues--from overt acts of violence and bullying to subtle intimidation and disrespect. Though extreme incidents such as school shootings tend to attract the most attention, day-to-day incidents such as gossip, hallway fights, and yelling matches between teachers and students contribute to students' overall sense of safety and shape the learning climate in the school. Not surprisingly, schools serving students from high-crime, high-poverty areas find it particularly challenging to create safe, supportive learning environments. Chicago Public Schools (cps), the subject of this report, is no exception. In many cps schools, teachers, and students report feeling unsafe in hallways, classrooms, and the area just outside the school building. Yet, in many other Chicago schools--even some schools serving large populations of students from high-poverty, high-crime areas--students and teachers do feel safe. What distinguishes these schools? Two years ago, cps leadership suggested an innovative method of addressing safety concerns in schools--creating and implementing a "culture of calm" initiative predicated on developing positive and engaging relationships between adults and children. Though not an evaluation of culture of calm, this report provides initial evidence about the potential promise of such a strategy. The report examines the internal and external conditions that matter for students' and teachers' feelings of safety. It shows how the external conditions around the school, and in students' backgrounds and home communities, strongly define the level of safety in schools. It then examines the extent to which factors under the control of schools--their social and organizational structure, and particularly the relationships among adults and students--mediate those external influences. Appendices include: (1) Student and Teacher Survey Responses; (2) Survey Measures Used in This Report; (3) Methodological Details on Statistical Models; and (4) Models of Safety by Neighborhood and School Context. (Contains 13 tables, 17 figures and 55 endnotes.).

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ISBN 10

0984507647

ISBN 13

9780984507641

Organizing Schools for Improvement

Lessons from Chicago

By: Anthony S. Bryk,Penny Bender Sebring,Elaine Allensworth,John Q. Easton,Stuart Luppescu

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Organizing Schools for Improvement

Lessons from Chicago

By: Anthony S. Bryk,Penny Bender Sebring,Elaine Allensworth,John Q. Easton,Stuart Luppescu

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328

Publisher

University of Chicago Press

Published Date

ISBN 10

0226078019

ISBN 13

9780226078014

English Learners in Chicago Public Schools

A New Perspective

By: Alyssa Blanchard,Elaine M. Allensworth,Silvana Freire

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English Learners in Chicago Public Schools

A New Perspective

By: Alyssa Blanchard,Elaine M. Allensworth,Silvana Freire

More than 76 percent of Chicago Public Schools (CPS) students who begin kindergarten as English Learners (ELs) become proficient in English by fifth grade. Outcomes showed that students who achieved English proficiency by eighth grade (78 percent), performed academically as well as or better than their peers who began school proficient in English or were native-English speakers.Previous studies about ELs have reported data on active English Learners-defined as those students who have not yet reached proficiency on a state English test-at a specific moment in time. This study, for the first time, analyzed the long-term trajectories of 18,000 CPS students who began kindergarten as ELs and followed their progress all the way through eighth grade.

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Consortium on Chicago School Research

Published Date

ISBN 10

0999550969

ISBN 13

9780999550960

Turning Around Low-Performing Schools in Chicago

By: Marisa De La Torre,Elaine Allensworth,Sanja Jagesic,James Sebastian,Michael Salmonowicz,R. Dean Gerdeman,Coby Meyers

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Turning Around Low-Performing Schools in Chicago

By: Marisa De La Torre,Elaine Allensworth,Sanja Jagesic,James Sebastian,Michael Salmonowicz,R. Dean Gerdeman,Coby Meyers

Specific strategies for "turning around" chronically low-performing schools have become prominent, with the U.S. Department of Education enacting policies to promote four school improvement models that include "fundamental, comprehensive changes in leadership, staffing, and governance." Despite the attention and activity surrounding these types of school improvement models, there is a lack of research on whether or how they work. To date, most evidence has been anecdotal, as policymakers have highlighted specific schools that have made significant test score gains as exemplars of school turnaround, and researchers have focused on case studies of particular schools that have undergone one of these models. This has led to a tremendous amount of speculation over whether these isolated examples are, in fact, representative of turnaround efforts overall--in terms of the way they were implemented, the improvements they showed in student outcomes, and whether these schools actually served the same students before and after reform. To begin addressing this knowledge gap, the University of Chicago Consortium on Chicago School Research and American Institutes for Research (air) partnered to examine five different models initiated by the Chicago Public Schools (cps) in 36 schools. The goals of the study were to make clear how school reform occurred in Chicago--showing the actual changes in the student population and teacher workforce at the schools--and to learn whether these efforts had a positive effect on student learning overall. Appended are: (1) Description of Low-Performing Schools that Underwent Intervention; (2) Data and Data Sources; and (3) Research Methods and Results. (Contains 19 figures, 24 tables, 62 endnotes.).

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Consortium on Chicago School Research

Published Date

ISBN 10

0985681934

ISBN 13

9780985681937

Trends in Chicago's Schools Across Three Eras of Reform

Summary of Key Findings

By: Stuart Luppescu,Elaine Marie Allensworth,Paul Moore

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Trends in Chicago's Schools Across Three Eras of Reform

Summary of Key Findings

By: Stuart Luppescu,Elaine Marie Allensworth,Paul Moore

Trends in Chicago's Schools Across Three Eras of Reform" finds that Chicago Public Schools (CPS) has experienced tremendous growth in graduation rates over the past 20 years, but learning gains have been modest. The report tracks elementary and high school test scores and graduation rates in Chicago since 1988, when U.S. Secretary of Education William Bennett proclaimed the city's public schools to be the worst in the nation. One key finding of the report is that graduation rates in Chicago have improved dramatically, and high school test scores have risen; more students are graduating without a decline in average academic performance. Math scores have improved incrementally in the elementary/middle grades, while elementary/middle grade reading scores have remained fairly flat for two decades. Racial gaps in achievement have steadily increased, with white and Asian students making more progress than Latino students, and African American students falling behind all other groups. Despite progress, however, the vast majority of CPS students have academic achievement levels that are far below where they need to be to graduate ready for college.

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0984507663

ISBN 13

9780984507665

Preschool Attendance in Chicago Public Schools

Relationships with Learning Outcomes and Reasons for Absences

By: Stacy B. Ehrlich,Julia A. Gwynne,Amber Stitziel Pareja

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Preschool Attendance in Chicago Public Schools

Relationships with Learning Outcomes and Reasons for Absences

By: Stacy B. Ehrlich,Julia A. Gwynne,Amber Stitziel Pareja

Students who attend preschool regularly are significantly more likely than chronically absent preschoolers, those who missed at least 10 percent of the school year, to be ready for kindergarten and to attend school regularly in later grades. The study, which followed 25,000 three- and four-year-olds served by Chicago Public Schools (CPS) school-based preschool programs, finds chronic absenteeism is rampant among preschoolers in Chicago. In 2011-2012, almost half of three-year-olds and more than one-third of four-year-olds were chronically absent. This report examines the extent of preschool absenteeism and the reasons preschool students are absent. It also examines the relationship between preschool absences and students' scores on measures of kindergarten readiness in math, letter recognition, and social-emotional development, as well as assessments of second-grade reading fluency. Ultimately, students who miss more preschool have lower kindergarten readiness scores, and students who are chronically absent in preschool are more likely to be chronically absent in kindergarten and have lower second grade reading scores. However, students who enter preschool with the weakest skills benefit the most from regular attendance.

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Consortium on Chicago School Research

Published Date

ISBN 10

0989799433

ISBN 13

9780989799430

Ending Social Promotion

Dropout Rates in Chicago After Implementation of the Eight-grade Promotion Gate

By: Elaine Marie Allensworth

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Ending Social Promotion

Dropout Rates in Chicago After Implementation of the Eight-grade Promotion Gate

By: Elaine Marie Allensworth

Research on teacher initiated retention has shown that retained students are much more likely to dropout than students at the expected grade for their age. Moreover, this research shows that retained students appear to be especially vulnerable to dropping out at a young age.

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ISBN 10

0972603530

ISBN 13

9780972603539

Book's by Elaine Allensworth

Organizing Schools for Improvement

Organizing Schools for Improvement

Selecting the Right Analyses for Your Data

Selecting the Right Analyses for Your Data

Beyond the Rules

Beyond the Rules

Student and Teacher Safety in Chicago Public Schools

Student and Teacher Safety in Chicago Public Schools

Organizing Schools for Improvement

Organizing Schools for Improvement

English Learners in Chicago Public Schools

English Learners in Chicago Public Schools

Turning Around Low-Performing Schools in Chicago

Turning Around Low-Performing Schools in Chicago

Trends in Chicago's Schools Across Three Eras of Reform

Trends in Chicago's Schools Across Three Eras of Reform

Preschool Attendance in Chicago Public Schools

Preschool Attendance in Chicago Public Schools

Ending Social Promotion

Ending Social Promotion

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