Key Questions

Brief 1: This overview summarizes the findings from each of the initiative reports and presents our cross-initiative analysis.

Brief 2: 1) To what extent do teachers support and use the components of the IDS strategy intended to improve instruction? We examine the implementation of the four main components of IDS in depth: curriculum and materials, assessment, professional development, and coaching. 2) What does instruction look like at IDS schools? We present our findings on classroom instruction based on interview and observation data. We include descriptions of teacher expectations of students, student engagement, and academic challenge. 3) What are the effects of IDS on student performance? We examine student outcomes such as attendance, course performance, failures, and test scores. 4) What factors may be limiting the impact of IDS on instruction and student achievement? We examine barriers at the student, school, and system levels that affect the implementation and effectiveness of IDS.

Brief 3: 1) What are the early outcomes of the Renaissance 2010 high schools? What are the instructional practices in Renaissance 2010 schools 2) What explains these outcomes? What challenges do Renaissance 2010 schools face as they implement their models? What are the promising practices of Renaissance 2010 schools? 3) What supports do Renaissance 2010 schools receive, and what do they still need?

Brief 4: 1) What are the background characteristics of AMPS schools and how were they selected? 2) What are the outcomes at AMPS schools and how do they differ by year of selection? 3) What does instruction at AMPS schools look like? 4) What autonomies do the schools have? What are the principals’ perceptions of the autonomies? How do the autonomies affect teachers? 5) What is the role of the district in implementing and monitoring AMPS? How do AMPS schools rely on external support providers?


A series of five reports on district efforts to improve high schools in the Chicago Public Schools. The first report provides an overview of the findings, followed by individual reports on three major district reform initiatives, Instructional Development Systems (IDS), Renaissance 2010, and Autonomous Performance Management Schools (AMPS). The final report describes findings from a preliminary examination of instructional practices in high schools across all initiatives. 

From SRI International: Maria I. Abasi, Lauren Cassidy, Daniel C. Humphrey, Raymond McGhee, Jr., Patrick M. Shields, Marjorie E. Wechsler, and Viki M. Young

From Consortium: Macarena Correa, Holly M. Hart, Joy Lesnick, Lauren Sartain, Susan E. Sporte, and Sara Ray Stoelinga