Chicago school reform: An elementary school undergoes probation
Abstract
This study explores the process of Probation as a tool for School Reform used in an urban school district of 550 Chicago elementary and secondary schools. A School Reform Act passed by the State of Illinois legislature defined the remediation process and delineated the eligible school sites. Chicago schools were subject to reforms and interventions when less than 15% of its students scored at or above grade level when participating on a nationally normed, standardized test. Naturalistic research methods associated with case studies were utilized. Data collection primarily involved non-participant observations and semi-structured interviews with six elementary school teachers and six administrators purposely selected to meet site, context, and inquiry parameters of the study. Data analysis encompassed procedures associated with grounded theory. The case examines the professional and personal impact of undergoing the probation process on the faculty of a specific Chicago elementary school, Parrii Academy (a pseudonym), describes the changes that occurred there, and develops explanations for the success of the probation process at Parrii Academy.
Degree
Ph.D.
Advisors
McInerney, Purdue University.
Subject Area
School administration|Elementary education
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