The historic closing of 49 elementary schools in Chicago left many parents bitter and feeling left out as they try to get involved in new schools. Yet parent engagement is essential for school improvement, and principals are faced with the challenge of building trust at schools that scored poorly on surveys of parent involvement.
Join the conversation
We encourage our readers to leave comments and engage in dialogue about our stories. But before you do, please check out our "rules of the road."
Recent Notebook Entries
Right Now On Notebook
Laptops would help with typing skills. The problem always seemed to be the poor wireless connections.
Subscribe to catalyst-chicago.org by e-mail
In the News: No secret closing list, CPS CEO says
At Wednesday's school board meeting, CPS CEO Barbara Byrd-Bennett maintained that, despite the reports, "there is no list of schools that we intend to close," according to CPS spokeswoman Rebecca Carroll. (Huffington Post)
Questions are bubbling up about the independence of a panel looking at school closings in Chicago. The independent Commission on School Utilization was named by Chicago Public Schools’ CEO Barbara Byrd-Bennett to examine the school closings issue, specifically underutilized schools. But the commission is being assisted behind the scenes by the Civic Consulting Alliance that is closely linked to New Schools for Chicago, a high-powered group that advocates closing failing schools and the expansion of charter schools. (WBEZ)
IN THE NATION
For teachers, the killings of educators at the Sandy Hook Elementary School in Connecticut have had an especially strong impact. They have ushered in a pre-holiday period of professional reflection, bringing both deep grief and a strong sense of resolve. (Education Week)
At her funeral, mourners recalled Victoria Soto, 27, a first-grade teacher at Sandy Hook Elementary School, as a “quick-thinking, beautiful and selfless woman.”
In a reversal, New York City school officials on Wednesday said they would continue their sibling-preference policy for gifted and talented programs that have more eligible students than seats. (The New York Times)