School closings and the demolition of public housing may well be aggravating student mobility in predominantly black communities, one researcher suggests. While other districts are beginning to tackle mobility, CPS says it’s limited in what it can do.
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Back Issues
 March, 2007
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 February, 2007
Principals in New York City get a shot at more autonomy to run their schools as part of an ambitious plan to jumpstart student achievement. More sweeping than similar plans in Chicago, some question whether New York schools are getting too much freedom too quickly. |
 December, 2006
In the battle to improve schools and keep principals on track, the best area instructional officers play good cop, bad cop and get results. |
 November, 2006
How three principals transformed their high-poverty schools from academic deserts to oases of learning |
 October, 2006
Hundreds of schools are not meeting federal achievement goals for special education students. Educators and advocates say high expectations are good, but question the value of standardized tests to measure progress. |
 September, 2006
Computer access varies widely from school to school, a Catalyst survey finds. The district has pledged to level the playing field and provide more equity and better teacher training. |
 August, 2006
ISAT testing, Comings and Goings and more. |
 July, 2006
News from Springfield, Comings and Goings and more. |
 June, 2006
CPS has tried several strategies to help overage 8th-graders who weren’t ready to tackle high school work. Its latest experiment is based on a national model developed at Johns Hopkins University. The real test of its success: Will students graduate? |
 May, 2006
Since CEO Arne Duncan took the helm, private and government grants have skyrocketed from $2 million to $29 million. Funders say that steady leadership and a focus on crafting long-term improvements is what’s paying off for the district. |
 April, 2006
Chicago spends an estimated $800 to $1,000 on mentoring and support for new teachers. Experts recommend spending $5,000 to $6,000 to give the kind of intensive support needed to keep teachers on the job in a tough urban district. |
 March, 2006
While students who were shut out by school closings show some signs of academic progress, most land in schools that are not much better than the ones they left. |