School leadership and the bottom line in Chicago

Phi Delta Kappan

Volumn 81, Issue 6, 2000, Pages 440-443

  Sebring, Penny Bender ^a,b   Bryk, Anthony S ^a,b,c  

^a UNIVERSITY OF CHICAGO   (United States)

^b Consortium on Chicago School Research ^*  (United States)

^c Center for School Improvement   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0012697644     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (19)

1. The Consortium on Chicago School Research is an independent federation of Chicago area organizations that since 1990 has been conducting research designed to advance school improvement in Chicago's public schools and to assess the progress of school reform.
2. Anthony S. Bryk et al., Assessing School Productivity Using Student Achievement: The Chicago Public Elementary Schools (Chicago: Consortium on Chicago School Research, University of Chicago, 1998).
3. "Iowa Tests of Basic Skills, Reading and Math, 1999," unpublished report, Department of Research, Analysis, and Assessment, Office of Accountability, Chicago Public Schools, June 1999.
4. Anthony S. Bryk, Penny B. Sebring, David Kerbow, Sharon Rollow, and John Q. Easton, Charting Chicago School Reform: Democratic Localism as a Lever for Change (Boulder, Colo.: Westview Press, 1998).
5. Illinois Public Act 89-0015, 1995.
6. Penny B. Sebring, Anthony S. Bryk, John Q. Easton, Winifred Lopez, Stuart Luppescu, Yeow Meng Thum, and BetsAnn Smith, Charting Reform: Chicago Teachers Take Stock (Chicago: Consortium on Chicago School Research, University of Chicago, 1995).
7. See Matthew B. Miles, "Unraveling the Mystery of Institutionalization," Educational Leadership, November 1983, pp. 14-19.
8. Bryk et al., Charting Chicago School Reform, chap. 6.
9. Bryk Charting Chicago School Reform, Ibid., chap. 3.
10. Susan Ryan, Anthony S. Bryk, Gudelia Lopez, Kim P. Williams, Kathleen Hall, and Stuart Luppescu, Charting Reform: LSCs - Local Leadership at Work (Chicago: Consortium on Chicago School Research, University of Chicago, 1997).
11. Susan Ryan, Anthony S. Bryk, Gudelia Lopez, Kim P. Williams, Kathleen Hall, and Stuart Luppescu, Charting Reform: LSCs - Local Leadership at Work Ibid., pp. 23-24.
12. Bryk et al., Charting Chicago School Reform, chap. 6.
13. Joyce Epstein, "School/Family/Community Partnerships: Caring for the Children We Share," Phi Delta Kappan, May 1995, pp. 701-12.
14. Sharon D. Kruse, Karen S. Louis, and Anthony S. Bryk, "Analyzing School-Based Professional Community," in Karen S. Louis and Sharon D. Kruse, eds., Professionalism and Community: Perspectives on Reforming Urban Schools (Thousand Oaks, Calif.: Corwin, 1995), pp. 23-42.
15. Sebring et al., Charting Reform: Chicago Teachers Take Stock.
16. Sebring et al., Charting Reform: Chicago Teachers Take Stock. Ibid., p. 17.
17. Penny B. Sebring, Anthony S. Bryk, Melissa Roderick, Eric Camburn, Stuart Luppescu, BetsAnn Smith, Yeow Meng Thum, and Joseph Kahne, Charting Reform in Chicago: The Students Speak (Chicago: Consortium on Chicago School Research, University of Chicago, 1996).
18. Anthony S. Bryk, Barbara Schneider, and Julie Kochanik, "Relational Trust: A Core Resource for School Improvement," ms. in preparation for the Russell Sage Foundation. An earlier version appeared as a technical paper published by the Consortium on Chicago School Research, University of Chicago, 1996.
19. Bryk et al., Charting Chicago School Reform, chap. 7.