Education Week
A new study looking back at nearly 20 years of data on Chicago’s public schools suggests that changes in standards and in test-taking and data-reporting policies over time have led to misconceptions about the city’s progress in improving school and student performance.
Researchers from the Consortium on Chicago School Research, an independent research group based at the University of Chicago, said their analysis indicates that high school performance in the Chicago district improved more than elementary school performance did, contrary to what many local educators may believe, and that the achievement gap between African-American and other students has widened over the past 20 years...