Abstract
This paper investigates one of Chicago Public Schools District 299’s many major improvement initiatives: the Recognizing Educators Advancing Chicago (REACH) Principal and Teacher Evaluation System. Examined through the lens of the research of James S. Coleman, Ronald Edmonds, and Anthony Bryk, the REACH Principal Evaluation System has also been evaluated through interviews conducted with Chicago Public Schools (CPS) principals and district-level administrators, drawing the conclusion that the system will have limited success in improving CPS students’ academic achievement because it does not provide the necessary direction, support, or resources to address the external factors that contribute to low student test scores. Instead, it only considers internal factors within an accountability system that holds no promise for successfully addressing the inequity crisis that plagues Chicago Public Schools.
","abstract_html":"<p><strong>Abstract</strong></p> <p>This paper investigates one of Chicago Public Schools District 299’s many major improvement initiatives: the Recognizing Educators Advancing Chicago (REACH) Principal and Teacher Evaluation System. Examined through the lens of the research of James S. Coleman, Ronald Edmonds, and Anthony Bryk, the REACH Principal Evaluation System has also been evaluated through interviews conducted with Chicago Public Schools (CPS) principals and district-level administrators, drawing the conclusion that the system will have limited success in improving CPS students’ academic achievement because it does not provide the necessary direction, support, or resources to address the external factors that contribute to low student test scores. Instead, it only considers internal factors within an accountability system that holds no promise for successfully addressing the inequity crisis that plagues Chicago Public Schools. <strong></strong></p>","abstract_has_math":false,"creators":["Montes de Oca, Guillermo Willy"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Harrington Gibson","Dr. Norman Weston"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-12-01T08:00:00Z","date_published":"2015-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["Advocating for a Parent and Community Engagement Policy in Chicago Public Schools","District 299","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/135","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Harrington Gibson","Dr. Norman Weston"]},{"key":"dc:creator","label":"Author","values":["Montes de Oca, Guillermo Willy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-02-03T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Advocating for a Parent and Community Engagement Policy in Chicago Public Schools","District 299","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/135"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Abstract
This paper investigates one of Chicago Public Schools District 299’s many major improvement initiatives: the Recognizing Educators Advancing Chicago (REACH) Principal and Teacher Evaluation System. Examined through the lens of the research of James S. Coleman, Ronald Edmonds, and Anthony Bryk, the REACH Principal Evaluation System has also been evaluated through interviews conducted with Chicago Public Schools (CPS) principals and district-level administrators, drawing the conclusion that the system will have limited success in improving CPS students’ academic achievement because it does not provide the necessary direction, support, or resources to address the external factors that contribute to low student test scores. Instead, it only considers internal factors within an accountability system that holds no promise for successfully addressing the inequity crisis that plagues Chicago Public Schools.
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This paper investigates one of Chicago Public Schools District 299’s many major improvement initiatives: the Recognizing Educators Advancing Chicago (REACH) Principal and Teacher Evaluation System. Examined through the lens of the research of James S. Coleman, Ronald Edmonds, and Anthony Bryk, the REACH Principal Evaluation System has also been evaluated through interviews conducted with Chicago Public Schools (CPS) principals and district-level administrators, drawing the conclusion that the system will have limited success in improving CPS students’ academic achievement because it does not provide the necessary direction, support, or resources to address the external factors that contribute to low student test scores. Instead, it only considers internal factors within an accountability system that holds no promise for successfully addressing the inequity crisis that plagues Chicago Public Schools.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/135"],"dc:subject":["Advocating for a Parent and Community Engagement Policy in Chicago Public Schools","District 299","Education"],"dc:title":["Advocating For A Parent And Community Engagement Policy In Chicago Public School District 299"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:25Z"}