Research

Improving Chicago's Schools: Pablo Neruda High School

September, 2001
Authors: 
Stuart Luppescu, Holly Hart, Jenny Nagaoka, John Q. Easton, and Rose E. Sweeney
Full Publication: 

In spring 2001, nearly 100,000 students, teachers, and principals across the Chicago public school system participated in the Consortium's 2001 Improving Chicago's Schools survey. Students told us about their school experiences, attitudes, and activities. Teachers and principals told us about instruction in their classrooms, their professional development experiences, and answered our questions about the conditions under which they work.

The Consortium prepares school-specific reports of survey responses for every school in which at least 42 percent of teachers or 50 percent of students participate in the survey. These reports paint a picture of the type of learning climate, quality of instructional program, nature of student-teacher relationships, and kind of leadership that exists in each school. They also say something about the professional environment within the schools, and the nature of the school's relationships with parents and others in the community.

Because Chicago public schools have participated in the Consortium's surveys for the past ten years, these reports also show how these things have changed over time, and how schools compare to a set of demographically similar schools and schools systemwide. Taken together, this information about where a school is and how it is developing can help the school assess its progress and plan for the future.

Pablo Neruda High School is the pseudonym for a representative CPS high school. This is a sample of the reports prepared for schools in 2001. Harding School is the sample report from 1999, and Millard Fillmore is the sample report from 1997.

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