Advocating For A Parent And Community Engagement Policy In Chicago Public School District 299

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - NLU Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2015

Author dc:creator

• Montes de Oca, Guillermo Willy

Contributors dc:contributor

• Dr. Harrington Gibson
• Dr. Norman Weston

• Advocating for a Parent and Community Engagement Policy in Chicago Public Schools
• District 299
• Education

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/135

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1137