蜜桃影视

Something鈥檚 going right in the Chicago Public Schools. Today, it鈥檚 the , according to a national researcher. It鈥檚 , says a local researcher. It鈥檚 , says another.

So, what is driving Chicago鈥檚 educational progress?

To seek out answers to this question, the Chicago-based Joyce and Spencer Foundations sponsored a , with researchers, policy experts, and educators discussing the studies and initiatives that have led to Chicago’s rapid academic gains.

It began with Paul Zavitkovsky of the University of Illinois showing third-grade reading scores in the Chicago Public Schools compared with the rest of the state.

• 32% of Chicago鈥檚 low-income black students are above the state median, compared with 26% of low-income black kids across Illinois.
• 55% of Chicago鈥檚 low-income Hispanic students are above the state median, compared with 44% of low-income Hispanic students across Illinois.
• 64% of Chicago鈥檚 low-income white students are above the state median, compared with 43% of low-income white students across Illinois.
• Among higher-income students, Chicago students outperform their counterparts across the state in all three groups鈥攂lack, white, and Hispanic.

Sean Reardon of Stanford looked at state testing data from all across the nation between 2009 and 2014 and concluded that, among the 100 largest school districts in the country, Chicago is the fastest-improving, with students gaining six full years of learning during the five years between third and eighth grade. Put another way, Chicago is improving 20 percent faster than the national average.

Reardon also checked his analysis of state tests against a national exam administered to random groups of students every two years with no stakes attached. As he put it, there is no possibility of gaming the national test because students are not familiar with it, teachers can鈥檛 teach to it, and there can鈥檛 be any cheating. Again, he got the same results and concluded that Chicago鈥檚 gains are real.

Finally, Elaine Allensworth of the University of Chicago Consortium on School Research showed progress in the district across several indicators, including graduation, college enrollment, college completion, and participation in Advanced Placement courses. Since 2006:

• The percentage of students taking advanced placement classes is up 12 points.
• The percentage of high school students earning A鈥檚 and B鈥檚 is up 20 points.
• High school graduation rates are up 17 points.
• Two-year college enrollment rate is up 2 points.
• Four-year college enrollment rate is up 11 points.
• Four-year college completion rate is up 2 points.
• Attendance rates are up and suspension rates are down, and, according to surveys, both students and teachers report better classroom experiences.

There was a lot of discussion on demographic shifts in the district, which has seen African-American enrollment decline sharply while Hispanic enrollment rose. The researchers concluded, however, that demographics cannot possibly account for more than a small sliver of Chicago鈥檚 nation-leading gains.

Finally, Reardon looked into whether student retention policies were a significant factor and concluded they weren鈥檛.

A panel discussion moderated by WBEZ reporter/editor Kate Grossman probed the question of why Chicago is getting better. The answers ranged all over the place.

Some panelists said the district鈥檚 focus on principal quality is the answer. Others said better use of data by principals and teachers is the answer. Chief Education Officer Janice Jackson highlighted the district鈥檚 .

One panelist said higher learning standards have forced districts like Chicago to place more attention on all kids rather than just on those who hover around proficiency levels. He also suggested that the push for teacher evaluation has prompted much deeper conversations around ways to better support teachers. None of these are unique to Chicago, however.

Another panelist cited specific learning strategies targeted at vulnerable populations like English language learners. Still another suggested that a complementary strategy targeting low-income African-Americans could help close achievement gaps even more.

The forum closed with Robin Steans, who has been active in education reform statewide for years and helps run the Steans Family Foundation, soliciting audience suggestions for how to move forward with policy, practice, and research. A number of great ideas surfaced, including a deeper focus on teacher practice and collaboration and on how successful schools make much better use of time. A full report from the forum is in the works.

Several people present also called for a concerted effort to change the negative narrative around improving education, which is so often about . As one longtime leader of Chicago鈥檚 reform efforts put it, 鈥淭his research proves that progress is possible,鈥� adding, 鈥淲e need to tell that story.鈥�

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