We're hearing a lot about Chicago's efforts to turn around struggling schools. Read the papers, and you'll get the impression that a handful of charter schools are the only bright stars in a dark firmament. But that impression is wrong.
At least one other set of schools has been posting big gains. Eight schools working with a Chicago non-profit called Strategic Learning Initiatives (SLI) have made large strides in student performance in the past few years. And their model is quite different from the turnaround models that get the most press.
They do not fire teachers. Their principals don't get the axe. But they do use concrete strategies to change what happens in their classrooms. Researchers from AIR reviewed SLI's results and called on policy makers to take note:
Well before decisions are made to reconstitute schools under the mandates of NCLB, school districts would be wise to consider far less drastic, but clearly powerful, interventions such as [SLI's] Focused Instruction Process.
As school closings and charter takeovers capture the popular imagination, we are apt to ignore other options. SLI President John Simmons recently told us about the success of his approach in Chicago.
Public School Insights: There is a lot of talk right now about turning around struggling schools. The model that is most mentioned, and has been enshrined in federal policy, is reconstitution, which involves firing the principal and replacing at the least half the teachers at a school. The thinking is that this process is required to create the conditions needed for success. Does your experience bear that out?
Simmons: We think that there's a better way. Reconstitution can work. You can get results. But our experience, which includes not only the last almost four years with our most recent network of schools but also the last 15 years using a similar model in schools in the lowest income neighborhoods in Chicago, shows that our model is getting better results than the reconstitution model. And it is lower cost and faster.
Public School Insights: What kinds of results have you been getting?
Simmons: [Part of our process is weekly assessments of student achievement.] By the way, we call it a “process” and not a “program” because teachers and principals have an opportunity to modify and improve it on a regular basis.
We are seeing that schools are able to improve their weekly assessments pretty quickly after starting our process, typically after the first six weeks. Children ...