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Direct linkConwell, Jordan A.; Ispa-Landa, Simone – Urban Education, 2023
We conducted an inductive analysis of 166 interviews from a longitudinal study of 26 Chicago Public School principals. Test-based accountability pressures played a visible role in principals' views of and relations with parents. Some principals reported banning parents from classrooms based on the need to protect instructional time to raise test…
Descriptors: Urban Schools, Principals, Decision Making, Administrator Attitudes
Carla C. Johnson; Virginia L. J. Bolshakova; Tammy Waldron – Urban Education, 2016
This study examined the ability of Transformative Professional Development (TPD) to transform science teacher quality and associated impact on science achievement, including particular focus on English Language Learners (ELL). TPD was implemented in a large, low-performing, urban district in the southwest with predominantly Latino ELL populations.…
Descriptors: Faculty Development, Transformative Learning, Science Teachers, Science Instruction
Sinha, Vandna; Payne, Monique R.; Cook, Thomas D. – Urban Education, 2005
Many districts are considering revamping the systems determining which schools students attend. These discussions are, inherently, about the fate of the neighborhood school. But this term has never been well defined. We develop a three-dimensional, theoretically, and empirically grounded definition of a neighborhood school. The authors' two case…
Descriptors: Achievement Gains, Neighborhoods, Neighborhood Schools, Academic Achievement
Peer reviewedMarx, Gary E.; And Others – Urban Education, 1997
Presents a case study of how the Oak Park School District (Michigan) used feedback on student achievement in its 16-step strategic planning process to frame reflection and action to improve performance. The quantitative analysis of data grouped in relation to district standards is a unique aspect of their approach. (SLD)
Descriptors: Academic Achievement, Achievement Gains, Case Studies, Data Analysis
