Teachers in five new, relatively small high schools in Chicago felt a strong sense of commitment to those schools during their first year of operation and believed they were given a voice in decisionmaking, a study has found.
Students in those institutions—established as part of Chicago’s ongoing effort to reform its 435,000-student system, partly through the creation of smaller schools—said they were pleased with the amount of personal attention they were given, according to the study. It was conducted by the Consortium on Chicago School Research, an independent research center at the University of Chicago.
Vol. 24, Issue 09, Page 16
- Director of College Counseling
- Augusta Preparatory Day School, Martinez, GA
- Project Manager, First the Seed Foundation Educational Programs
- First the Seed Foundation, VA
- Qualified KG or Elementary Classroom Teacher
- The International School Of Choueifat Manama, Bahrain, Manama, Bahrain
- Director of Auxiliary Programming
- Lovett School, Atlanta, GA
- Director of Technology
- St. Paul's School for Girls, Brooklandville, MD