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Notes from the Ground: Teachers', Principals', and Students’ Perspectives on the Chicago High School Redesign Initiative, Year Two

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Publication Date: October 2004

Publisher(s): Consortium on Chicago School Research at the University of Chicago

Author(s): Joseph Kahne; Macarena Correa; Susan E. Sporte


Special Collection: The Joyce Foundation

Topic: Education (Education policy and planning)
Education (Information services and sources)
Education (Teaching methods)

Keywords: teachers; education initiative

Type: Report

Coverage: Illinois


This report is part of an evaluation of the Chicago High School Redesign Initiative, which aims to split large, low-performing high schools into several smaller, self-sufficient schools with their own budgets, faculty, and administrators. The Redesign Initiative is funded by the Gates Foundation along with Joyce and several other Chicago foundations. The hope is that small school settings can transform troubled schools by providing a greater sense of personal satisfaction and ownership of the school, both for students and for teachers.

The report is based on research conducted at 11 Redesign Initiative-supported small schools. Students, teachers, and principals were interviewed about topics including the general characteristics of the schools, student experiences, and how Chicago Public Schools policies relate to small schools. Teachers interviewed for the study generally said smaller schools gave them more opportunities to collaborate with their fellow teachers and make connections with students.