Redefining Schools, Beyond Reforms: The Failing Chicago Public Schools and Chicago
At present, only 44.6% of Chicago Public School students meet or exceed the Illinois Learning Standards, over 80% of the student population are in poverty, and as the 2005-2006 academic year came to a close it was announced that 185 failing schools would enter intensive reforms. As of 2002, a new direction in the education system of Chicago began when millions of dollars were allocated to fund the development of community schools. The purpose of this research is primarily to analyze what benefits can occur from utilizing local communities served by Chicago Public Schools. This was conducted through a mixed methods approach; using qualitative research to explore the theories of developmental education, and a historical analysis of how the community has been utilized in educational institutions. Quantitative data, such as interpretations of statistical facts and surveys from other studies were used to support any claims. It was hypothesized that the influence of the community in schools will increase the academic performance of the students while simultaneously empowering the community members. This theory was relatively supported through the research; however, in order for the theory to be successfully implemented it needs an appropriate amount of time and approach.
School:
DePaul University
Department:
Secondary Education-English
Research Advisor:
James D. Anderson
Department of Research Advisor:
Educational Policy Studies
Year of Publication:
2006