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Organizing Schools for Improvement

Abstract

"Beginning in 1990, the Consortium on Chicago School Research initiated an intensive longitudinal study of the internal workings and external community conditions that distinguished improving elementary schools from those that failed to improve. That unique 15-year database allowed us to develop, test, and validate a framework of essential supports for school improvement. These data provided an extraordinary window to examine the complex interplay of how schools are organized and interact with the local community to alter dramatically the odds for improving student achievement. The lessons learned offer guidance for teachers, parents, principals, superintendents, and civic leaders in their efforts to improve schools across the country."

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