Consortium on Chicago School Research

Snapshot 2003: Program Coherence

The degree to which teachers feel the programs at their school are coordinated with each other and with the school's mission. High levels indicate that the school's programs are coordinated and consistent with its goals for student learning.

Definition of Categories Charted Above

Category	Teachers in Chicago Public Schools:
1 None	strongly disagree with all the items on this scale.
2 Little	disagree that there is continuity and stability in programs, that new programs are followed up, and that curriculum and instruction are well coordinated across grades and within the same grade.
3 Moderate	agree with all items on this scale.
4 Strong	strongly agree with all items on this scale.

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

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