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The CCSR 5 Essentials Survey Helping Schools Organize

for Improvement

Elaine AllensworthThe University of Chicago Consortium on

Chicago School Research

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Chicago 5 Essentials Surveys Demonstrate that student and teacher reports

have an empirical relationship to school improvement

Provide an evidence

about how policies and initiatives affect students’ and teachers experiences in schools

Give actionable information that schools can use to prioritize initiatives and drive improvement

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Chicago 5 Essentials SurveysAdministered to teachers in all grades and students in grades 6-12

- Response rates of about 80% in 2013- Yearly administration since 2011, biennial from1997

Framework developed in 1994

- Developed jointly by researchers, teachers, principals, members of reform organizations

- Grounded in research and school practice

- Iterative process – collaboration with researchers & practitioners

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Each Essential Represents Multiple Measures5 Essentials Measures

Course ClarityMath PedagogyEnglish PedagogyStudent Discussion Classroom BehaviorChallenge

Questions

I learn a lot from feedback on my work.

It's clear to me what I need to do to get a good grade.

The work we do in class is good preparation for the test.

The homework assignments help me to learn the course material.

I know what my teacher wants me to learn in this class.

Course Clarity

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Diagnostic tool for school improvement- Individual school reports provided confidentially to school

leaders since 1997- In 2008, CPS adopted the “Five Fundamentals” for school

improvement planning, based on survey tool- In 2009, reports became publicly-available- In 2013, survey results included in school accountability

Research tool- Allows researchers to understand how policies worked –

effects on instruction, learning climate, support for student learning

- Provides insight into key processes in schools – what matters most

Surveys used for both research and school practice

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Initial study 1990-1996 Replicated from 1997-2005 Measurement of each component

refined over time- Identify key construct from theory or

practice- Develop measures – refine with each

survey administration- Use in research – discover how it

matters for schools or student outcomes

- Refine theory- Track progress in schools

Surveys validated and refined through two decades of research

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Reports to schools: 5 Essentialshttps://cps.5-essentials.org/2013/

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Reports to schools: Effective leaders example

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Reports to schools: Program coherence example

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Reports for Area/Network Leaders

School Instruction School Leadership

Professional Capacity

Learning Climate

Family & Community

Ties

1. School A - - - - - 2. School B 0.31 -0.45 -0.32 -0.43 -0.32 3. School C 0.2 0.69 0.09 -1.08 -0.55 4. School D - - - - - 5. School E 0.52 -0.58 -0.55 -0.51 -0.67 6. School F 0.53 1.18 0.45 0.16 -0.31 7. School G 1.27 -0.56 0.02 0.11 -0.3 8. School H 1.47 1.33 0.41 -0.67 -0.36 9. School I 1.39 1.96 1.29 1.51 0.28 10. School J 0.42 - - 0.89 0.38 11. School K 0.19 -0.46 -1.08 - -2.09

Area X 0.70 0.39 0.04 0.00 -0.29

0% 94%87%66% 73% 100%

0% 94%87%66% 73% 100%

0% 94%87%66% 73% 100%

0% 94%87%66% 73% 100%

0% 94%87%66% 73% 100%

Legend

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Now given in multiple cities by different organization

Adopted by State of Illinois in 2012-13 school year- Mandated by law- Five Essentials Day- High participation in first year- Stakeholder meetings in first year – not enough at

local level- Pushback once results were given to schools- Need for validation across settings, adapting to

different contexts

Expansion of 5 Essentials Surveysthrough UChicago Impact

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2012-13 Illinois Statewide Participation

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Issues in design, implementation Trade-offs from survey length, report length Trade-offs from making results public vs

confidential Framework - useful or confusing Comparisons to other schools – context with

challenges Content stability vs adaptability over time

and across places