Consortium on Chicago School Research

Snapshot 2003: Classroom Personalism

The degree to which students perceive that their teachers give individual attention to and are concerned about their students. High levels indicate that students receive a great deal of personalized support from their teachers.

Definition of Categories Charted Above

Category	In Chicago Public Schools:
1 None	students disagree or strongly disagree that their teacher believes they can do well in school, is willing to give extra help, notices if they are having trouble learning something, helps them catch up if they are behind, and really listens to what they have to say.
2 Minimal	some students agree and others disagree that their teacher believes they can do well in school. Students disagree that their teacher is willing to give extra help, notices if they are having trouble learning something, helps them catch up if they are behind, and really listens to what they have to say.
3 Considerable	students agree or strongly agree that their teacher believes they can do well in school. They agree with all other items on the scale.
4 Strong	students agree or strongly agree that their teacher listens to what they say. They strongly agree with all other items on the scale.

To see the items making up this measure and the response frequencies for each item, click here.

Back to the main Key Measures of School Development page