Is Great Teaching Enough? The impact of school-community connections on the achievement gap

October 29, December 3 and January 21
Registration information

Since the 1970s, fewer educators and policy makers believe that social and economic characteristics of students predetermine academic outcomes. Now there is widespread belief that all children can achieve at high levels, and that it is the responsibility of all schools and school districts to deliver on that reality!

Accordingly, government and philanthropy have focused on the “technical core” of instruction and principal/teacher quality as the key levers for change, and student gains have, indeed, been made. Parent and community involvement, while deemed good and right, are seen as “soft” and far less important to success than the central “business” of school. Now come several reports by the Consortium on Chicago School Research that establish the critical nature of community strength (or social capital) and school-community connections.

In Chicago, the correlation between school improvement and social capital has stark racial and economic patterns across the elementary schools. All of the 46 elementary schools that were stuck at the bottom of the CPS achievement list are in overwhelmingly African-American communities that have very low social capital and correspondingly weak school improvement fundamentals. With very few exceptions, nothing the District or the schools themselves have done has made much of a difference for decades.

Will a “can-do” attitude, teaching expertise, stronger social services, expert management and more money bring success to new or turn-around schools if they do not also deal with the community social capital issues? What are the implications for community leaders, intermediary institutions, and CPS?

Certainly many communities are cynical, distrustful, and angry after failed cycles of reform, seemingly precipitous school closings, and often hurried or superficial community engagement. In this its 10th anniversary year, the Chicago Schools Policy Luncheon Series will closely examine the Consortium’s thought-provoking research, tackle the questions it raises and confront the troubling implications of doing school reform in the context of long-standing racial and economic inequities.

WEDNESDAY, OCTOBER 29
The Evidence

• Charles Payne, author of "So Much Reform, So Little Change"
• Penny Bender Sebring, founding co-director, Consortium on Chicago School Research

WEDNESDAY, DECEMBER 3
What Kids Say

• Michael Woolley, University of Chicago, School of Social Service Administration
• Mikva Challenge students and staff

WEDNESDAY, JANUARY 21
What it takes

• Paul Tough, author, "Whatever It Takes" on the Harlem Children's Zone (invited)
• Nancy Aardema, executive director, Logan Square Neighborhood Association
• Chris Brown, Director of Education Programs, Local Initiatives Support Corporation -- Chicago

All luncheons will be held at:

The Union League Club of Chicago
Crystal Room
65 West Jackson Boulevard
Chicago, Illinois

Reception at 11:30 a.m.
Lunch and Program at 12 noon
Adjournment at 1:30 p.m.

Price: $35 per luncheon.
Register at www.bpichicago.org or call (312) 641-5570, ext. 241

LUNCHEON SERIES ORGANIZERS:

BUSINESS AND PROFESSIONAL PEOPLE FOR THE PUBLIC INTEREST
BPI is a public interest law and policy center dedicated to social justice and enhancing the quality of life for all people living in the Chicago region. Currently, BPI's staff of lawyers and policy specialists work to transform segregated public housing, revitalize economically disadvantaged communities, improve Chicago’s public schools, and increase the availability of affordable housing throughout the region. www.bpichicago.org

CATALYST CHICAGO
Launched in 1990, Catalyst Chicago is an award-winning newsmagazine that covers the progress, problems and politics of school reform. It looks at issues with a critical eye, draws on research and illuminates models of success. Catalyst is published by the Community Renewal Society. www.catalyst-chicago.org

2008 PROGRAM PARTNER:

CONSORTIUM ON CHICAGO SCHOOL RESEARCH
The consortium conducts high-quality research that informs and assesses policy and practice in the Chicago Public Schools. www.consortium-chicago.org