For nearly a decade, the Chicago High School Redesign Initiative (CHSRI) has worked to improve educational opportunities for Chicago adolescents by opening and supporting small high schools across the city. While the overall results of the initiative have been mixed, several CHSRI schools have successfully improved students’ outcomes.
This latest research brief in the CHSRI series describes both the practices and characteristics that such high performing CHSRI schools share.
Drawing on qualitative data, authors W. David Stevens, Sue Sporte, Sara Ray Stoelinga, and Alissa Bolz discuss common elements of their classroom environments and reveal similarities in how they organize instructional leadership and improvement activities. By highlighting shared practices across these schools, CCSR hopes to identify general lessons that other schools may use to create productive teaching and learning environments.