DFC | Chicago's LSCs: What the Research Says

CHICAGO, February 15, 2002-- We have recently discovered that virtually no one is aware that there is a significant body of solid research about Chicago's Local School Councils -- much of which contradicts prevailing opinions and stereotypes, which also pinpoints weaknesses that must be addressed.

This report -- Chicago's Local School Councils: What the Research Says -- briefly summarizes this research -- which indicates, for example, that:

The report also highlights a set of key LSC weaknesses and suggests that we raise the bar, by expecting that all LSCs reach the levels of effectiveness now attained by the best of them. To do so will require creating an infrastructure for supporting LSCs that does not currently exist, as well as bringing an end to inappropriate political interference in LSC decision making by central office staff.

Effective LSCs are, of course, just one of the ingredients needed to create high-achieving urban schools. Later in this report, we summarize some of the other key ingredients, organized around "Five Essential Supports for Student Achievement."

We are well aware that the interest of many local and national policy makers and civic leaders who are focused on urban school reform has narrowed to just one of these Five Essential Supports - creating a quality instructional program. While creating quality instruction is, of course, the overriding purpose for school reform, forty years of research about high-achieving urban schools indicates that effective instruction rests on a foundation of inclusive but focused leadership, staff trust and collaboration, and partnerships with families and the community. One of the key findings of research about Chicago reform is that Chicago schools that boost achievement have strong leadership not only from the principal, but also from the Local School Council and teachers.

Given what Chicago has accomplished and learned in the last decade, it would be tragic if we ignored these insights and once again embarked on the fruitless search for the single silver bullet that will solve our educational problems.

Donald R. Moore, Ed.D.
Executive Director
February 15, 2002

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TABLE OF CONTENTS Report Summary Research Should Guide the Debate About Chicago's Local School Councils Original Framework and Rationale for Chicago's Local School Councils Findings from "LSCs -- Local Leadership At Work" (CCSR) Findings from "What Make These Schools Stand Out" (DFC) Other Research Evidence Interpretative Summary Endnotes		Chicago's Local School Councils: What the Research Says by Donald R. Moore & Gail Merritt, Designs for Change January 2002
		CHICAGO, February 15, 2002-- We have recently discovered that virtually no one is aware that there is a significant body of solid research about Chicago's Local School Councils -- much of which contradicts prevailing opinions and stereotypes, which also pinpoints weaknesses that must be addressed. This report -- Chicago's Local School Councils: What the Research Says -- briefly summarizes this research -- which indicates, for example, that: Chicago's parent and community LSC members are substantially better educated than the average adult resident of Illinois. Parent and community LSC members devote an average of 28 hours per month to aiding their school. A detailed analysis of the activities of a cross-section of LSCs by the Consortium on Chicago School Research concludes that "The vast majority of LSCs are viable governance organizations that responsibly carry out their mandated duties....we view the findings presented here as largely validating the wisdom of the 1988 Reform Act." Low-income schools that made substantial Iowa Reading Test gains in the 1990s were significantly more likely to have an effective LSC, as rated by the school's teachers. The report also highlights a set of key LSC weaknesses and suggests that we raise the bar, by expecting that all LSCs reach the levels of effectiveness now attained by the best of them. To do so will require creating an infrastructure for supporting LSCs that does not currently exist, as well as bringing an end to inappropriate political interference in LSC decision making by central office staff. Effective LSCs are, of course, just one of the ingredients needed to create high-achieving urban schools. Later in this report, we summarize some of the other key ingredients, organized around "Five Essential Supports for Student Achievement." We are well aware that the interest of many local and national policy makers and civic leaders who are focused on urban school reform has narrowed to just one of these Five Essential Supports - creating a quality instructional program. While creating quality instruction is, of course, the overriding purpose for school reform, forty years of research about high-achieving urban schools indicates that effective instruction rests on a foundation of inclusive but focused leadership, staff trust and collaboration, and partnerships with families and the community. One of the key findings of research about Chicago reform is that Chicago schools that boost achievement have strong leadership not only from the principal, but also from the Local School Council and teachers. Given what Chicago has accomplished and learned in the last decade, it would be tragic if we ignored these insights and once again embarked on the fruitless search for the single silver bullet that will solve our educational problems. Donald R. Moore, Ed.D. Executive Director February 15, 2002 read the report online return to DFC Home download a pdf file of this report