DOCSLIB.ORG

Story of IB in Chicago

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Story of IB in Chicago Rethinking School: University Partnerships to Meet the Needs of Diverse IB Learners in Chicago Rethinking School: University Partnerships to Meet the Needs of Diverse IB Learners in Chicago Rethinking School-University Partnerships to Meet the Needs of Diverse IB Learners in Chicago Sara Leven, CPS Ann Marie Ryan, LUC Charles Tocci, LUC David Gregg, Senn High School Story of IB in Chicago Sara Leven Secondary Magnet and IB Schools Coordinator Chicago Public Schools at a glance Elementary: 472 High schools: 106 Charter schools: 96 Campuses Student racial breakdown Student enrollment African-American: 39.6% Preschool: 24,028 Hispanic: 45.6% Kindergarten: 30,025 White: 9.4% Elementary (1-8): 232,772 Asian/Pacific Islander: 3.6% Secondary (9-12): 106,013 Native American: 0.31% Multi: 1.07% Total: 392,838 Income and demographics: Students from low-income families: 85% EL students: 16.5% Growth of IB in Chicago Public Schools 10 more Diploma 1980 Programmes were 2000 2007 2011 2012 authorized at neighborhood schools July 28: Initial throughout the city conversations Addition of the IB with Loyola U Career-related Certificate at The first IB Diploma Prosser Career Programme in a Chicago 14 authorized Diploma Programmes Academy Public School was authorized (the number of participants in the program grew from 31 to 2,013) at Lincoln Park High School Mayor Emanuel 21 authorized Middle Years announced Programmes expansion of the IB Programmes 5 candidate Primary Years in Chicago Public Programmes Schools Growth of IB Programmes in CPS 2014 By 2020 TODAY: There are over 15,000 By 2020 there will be 86 IB Chicago Public School students programmes housed in 30 participating in 46 IB programmes in elementary schools and 22 grades K-12 high schools serving over Mayor Emanuel announces ongoing 32,000 students expansion of the IB Programmes in CPS elementary and high schools Growth of IB Programmes in CPS 100 90 80 70 60 50 40 30 20 10 0 1980 1990 1995 2000 2005 2010 2013 By 2020 All programs Diploma Programmes Middle Years Programmes Primary Years Programmes IB Career-related Certificate Increase in IB Students in CPS 35000 32259 In 1980, IB students represented 30000 well below 1% of the overall 25000 CPS student population. 21900 By 2020, close to 20% of CPS 20000 high school students will be IB 15775 15000 10359 10000 8150 7625 5000 1800 1800 30 0 30 200 0 200 0 0 1980 1990 2000 2014 By 2020 High School IB enrollment Elementary School IB enrollment Total Citywide IB student enrollment Map of IB Schools in CPS Demographics of IB in Chicago Public Schools 79% of CPS students 21% Free/Reduced enrolled in DP courses Lunch qualify for free or 79% Non-reduced reduced lunch Lunch 64 % of CPS students enrolled in DP courses 36% are female Female Male 64% Demographics of IB in CPS High Schools IB Students enrolled in DP courses 1% WHITE, NON- HISPANIC 12% 16% 2% MULTI HISPANIC 18% BLACK, NON- HISPANIC ASIAN 52% AMERICAN INDIAN What is Wall-to-Wall IB? Nicholas Senn High School & Loyola University Chicago David Gregg Charles Tocci MYP Coordinator Clinical Assistant Professor Partnership of Shared Values College & career success for all students through rich, rigorous, & engaging learning experiences Preparing teachers & supporting schools to meet these goals Strong, sustaining, open- access public schools that serve diverse communities Senn High School at a glance 9th: 430 11th: 343 10th: 369 12th: 224 Student racial breakdown Student National Origin & Language African-American: 27.6% Hispanic: 43.9% Nationalities represented: 55 White: 9.4% Asian/Pacific Islander: 14.8% Language spoken: 49 Other: 4.3% Income and demographics: Students from low-income families: 88% current projects David Gregg Charles Tocci MYP Coordinator Clinical Assistant Professor MYP PERSONAL PROJECT Original model – 31% DP Prep Other only DP Prep students completed Personal Project DP Prep 20% Magnet Arts 30% Now all students EL Students 12% complete Personal SpEd 14% 24% Project Other students MYP PERSONAL PROJECT Senn faculty Students’ experience LUC faculty with supervisor LUC graduate students MYP PERSONAL PROJECT Senn Faculty Supervision training & assessment standardization LUC Graduate LUC Faculty students EXTENDED ESSAY Continuing Orientation Outcomes support Introductory Ongoing access seminars with Eases burden to LUC library & on Senn LUC discipline librarian practitioners supervisors LUC student Series of researcher Student research sessions with enthusiasm for workshops with Senn students: the Extended LUC librarian overcoming Essay!!! obstacles LUC’s Field-based Teacher Preparation Model Learning IB Instructional Methods On-site at Senn HS • TLSC 210: Educational Policy for Culturally and Linguistically Diverse Students • TLSC 220: Individualized Assessment and Instruction for Diverse Students TLSC 210: Educational Policy Essential Questions Module Experiences Module Assessment • What are the critical • Explore educational • In the Policy Case Study, issues, laws and policies in policies and the role of candidates will historical American policy in school and collaboratively: education? classroom practice. • Select a piece of • What are the critical • Rotate to various legislation, court case, or issues, laws and policies in classrooms to investigate policy. Research historical contemporary American the enactment of policies in and contemporary impact education? practice. on education. • How are local educational • International • Examine how the actors impacted by local, Baccalaureate policy & law/case/policy affects national and international programs the school (e.g., forces? • Language policy & administrators, teachers, • How do broader societal programs (e.g., bilingual) students, parents and issues (e.g., racism, • Special Education policy community). economy) connect with & programs • Analyze layers of local, educational issues? • Common Core Standards national, and international • What is the role of the & related instruction forces. Reflect upon teacher leader/advocate in social justice issues the broader realm of emergent in the case. educational policy? • Identify the role of the teacher in the advocacy of students. TLSC 220: Individualized Assessment & Instruction Essential Questions Module Experiences Module Assessment • What are the various ways • Explore the learner profile • In the Student Case that students develop and and the multiple facets of Study, candidates will: achieve in the classroom? student background and • Design and select • How can students’ funds development. assessments to collect of knowledge contribute to • Grounded in related data about the student, achievement at schools? theories and principles, family, community and • How can teachers support apply knowledge through classroom. students’ language and assessment and • Use data to plan and literacy development? instruction with an implement targeted • How can teachers use individual student. instructional practices to individualized data to plan • Bilingual student meet the social, instruction? (Second language emotional, behavioral, • How does individualized acquisition) cultural, linguistic, and assessment and • Struggling reader academic needs of the instruction impact student (Literacy development) student. engagement, motivation, • Student with special self-concept, and other needs (Cognitive) affective factors of learning? Supporting Curricular-Themed Cohort Development Supporting Curricular-Themed Cohort Development Digital Journalism Global Environmental Studies Teaching students to use the tools Teaching students to conceptualize of journalism and media making. and carry out environmental sustainability endeavors. Building Partnerships • How do we develop relationships between schools and universities that result in mutually beneficial partnerships? - Explore shared values and points of connection • Service Learning; Civic Engagement • Social Justice Education • Schools of Education, Health and Human Development • Teacher Education • Others? Reflecting on the Session • What ideas or questions were raised for you from this session regarding the role IB can play in promoting partnerships across educational institutions? • How might the examples from our partnership inform your current partnerships? • What next steps are you interested in taking regarding partnerships? Discussing Next Steps Turn to one or two What are some key people near you to What are some possible thoughts, ideas, or discuss your thoughts, next steps that you questions that were ideas, and questions might take given today’s raised in your small around your responses session? group discussions? to the questions posed. .
Load more

Recommended publications
  • Schools by Ward Based on Chicago Public Schools - Progress Report Cards (2011-2012)
    Schools by Ward Based on Chicago Public Schools - Progress Report Cards (2011-2012) School ID Name of School Street Address Ward 609966 Charles G Hammond Elementary School 2819 W 21st Pl 12 610539 Marvin Camras Elementary School 3000 N Mango Ave 30 609852 Eliza Chappell Elementary School 2135 W Foster Ave 47 609835 Daniel R Cameron Elementary School 1234 N Monticello Ave 26 610521 Sir Miles Davis Magnet Elementary Academy 6730 S Paulina St 15 609818 Luther Burbank Elementary School 2035 N Mobile Ave 29 610298 Lenart Elementary Regional Gifted Center 8101 S LaSalle St 21 610200 James N Thorp Elementary School 8914 S Buffalo Ave 10 609680 Walter Payton College Preparatory High School 1034 N Wells St 27 610056 Roswell B Mason Elementary School 4217 W 18th St 24 609848 Ira F Aldridge Elementary School 630 E 131st St 9 610038 Abraham Lincoln Elementary School 615 W Kemper Pl 43 610123 William Penn Elementary School 1616 S Avers Ave 24 609863 Christopher Columbus Elementary School 1003 N Leavitt St 32 610226 Socorro Sandoval Elementary School 5534 S Saint Louis Ave 14 609722 Manley Career Academy High School 2935 W Polk St 28 610308 Wilma Rudolph Elementary Learning Center 110 N Paulina St 27 609749 Northside College Preparatory High School 5501 N Kedzie Ave 40 609958 Frank W Gunsaulus Elementary Scholastic Academy 4420 S Sacramento Ave 14 610121 Washington Irving Elementary School 749 S Oakley Blvd 25 Page 1 of 28 09/23/2021 Schools by Ward Based on Chicago Public Schools - Progress Report Cards (2011-2012) 610352 Durkin Park Elementary School
    [Show full text]
  • Action Civics Showcase
    16th annual Action Civics showcase Bridgeport MAY Art Center 10:30AM to 6:30PM 22 2018 DEMOCRACY IS A VERB WELCOME to the 16th annual Mikva Challenge ASPEN TRACK SCHOOLS Mason Elementary Action Civics Aspen Track Sullivan High School Northside College Prep showcase The Aspen Institute and Mikva Challenge have launched a partnership that brings the best of our Juarez Community Academy High School collective youth activism work together in a single This has been an exciting year for Action initiative: The Aspen Track of Mikva Challenge. Curie Metropolitan High School Civics in the city of Chicago. Together, Mikva and Aspen have empowered teams of Chicago high school students to design solutions to CCA Academy High School Association House Over 2,500 youth at some of the most critical issues in their communities. The result? Innovative, relevant, powerful youth-driven High School 70 Chicago high schools completed solutions to catalyze real-world action and impact. Phillips Academy over 100 youth action projects. High School We are delighted to welcome eleven youth teams to Jones College Prep In the pages to follow, you will find brief our Action Civics Showcase this morning to formally Hancock College Prep SCHEDULE descriptions of some of the amazing present their projects before a panel of distinguished Gage Park High School actions students have taken this year. The judges. Judges will evaluate presentations on a variety aspen track work you will see today proves once again of criteria and choose one team to win an all-expenses paid trip to Washington, DC in November to attend the inaugural National Youth Convening, where they will be competition that students not only have a diverse array able to share and learn with other youth leaders from around the country.
    [Show full text]
  • To Policies: Chicago Public Schools
    INDEX TO POLICIES: CHICAGO PUBLIC SCHOOLS UPDATED THROUGH AND INCLUDING THE SEPTEMBER 22, 2021 BOARD MEETING SECTION 100: CHICAGO PUBLIC SCHOOLS, DISTRICT 299, ORGANIZATION SECTION 101: SCHOOL DISTRICT LEGAL STATUS 101.1 83-11-1 Adopting the Name “Chicago Public Schools” SECTION 102: SCHOOL DISTRICT PHILOSOPHY 102.1 Fiscal 2001 Chicago Board of Education Mission Statement 102.2 91-1023-PO1 Multicultural Education and Diversity 102.3 Rescinded 102.4 87-0527-MO1 Rights and Responsibilities of Parents and Students 102.5 Rescinded 102.6 03-0326-PO01 Privacy of Health Related Information (Employees and Students) 102.7 19-0828-PO1 Information Security Policy 102.8 Rescinded 102.8A 20-0923-PO2 Final New Comprehensive Non-Discrimination, Harassment, Sexual Harassment, Sexual Misconduct and Retaliation Policy [Effective August 14, 2020] 102.9 11-0525-PO3 Social Security Number Protection SECTION 200: CHICAGO BOARD OF EDUCATION SECTION 201: BOARD GOVERNANCE 201.1 Rescinded 201.2 Rescinded 201.3 Rescinded 201.4 Rescinded 201.5 Rescinded SECTION 202: BOARD MEETINGS (See Board Rules) 202.1 Rescinded 202.2 Rescinded SECTION 203: BOARD RECORDS 203.1 20-0422-PO1 Freedom of Information Act 203.2 20-0624-PO1 Records Management and Retention Policy [Note: Rescinds 01-0725-PO3] 203.3 07-0725-PO3 E-Mail Retention 203.4 19-1211-PO3 External Research Study and Data Policy [Note: 15-0225-RS1 and 12-0328-RS2 (Resolutions Authorizing Exceptions to the Board’s Research Study and Data Policy are attached to the Policy)] 1 SECTION 300: GENERAL SCHOOL DISTRICT ADMINISTRATION
    [Show full text]
  • A Socio-Historical Analysis of Public Education in Chicago As Seen in the Naming of Schools
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1990 A Socio-Historical Analysis of Public Education in Chicago as Seen in the Naming of Schools Mary McFarland-McPherson Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation McFarland-McPherson, Mary, "A Socio-Historical Analysis of Public Education in Chicago as Seen in the Naming of Schools" (1990). Dissertations. 2709. https://ecommons.luc.edu/luc_diss/2709 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1990 Mary McFarland-McPherson A SOCIO-HISTORICAL ANALYSIS OF PUBLIC EDUCATION IN CHICAGO AS SEEN IN THE NAMING OF SCHOOLS by Mary McFarland-McPherson A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirement for the Degree of Doctor of Philosophy January 1990 ACKNOWLEDGMENTS The writer sincerely appreciates the patience, · endurance and assistance afforded by the many persons who extended their unselfish support of this dissertation. Special orchids to Dr. Joan K. Smith for her untiring guidance, encouragement, expertise, and directorship. Gratitude is extended to Dr. Gerald L. Gutek and Rev. F. Michael Perko, S.J. who, as members of this committee provided invaluable personal and professional help and advice. The writer is thankful for the words of wisdom and assistance provided by: Mr.
    [Show full text]
  • Dear Parents/Guardians, As You May Be Aware, Mayor Lori E. Lightfoot
    Dear Parents/Guardians, As you may be aware, Mayor Lori E. Lightfoot announced Chicago Public Schools will remain closed at least until Tuesday, April 21, 2020. Urban Prep believes that it is in the best interest of our young men and their families to also keep our campuses closed during this time. School-sponsored activities, events, field trips, and athletic events will also be canceled. We hope this decision will help to stem the spread of COVID-19 (coronavirus). Due to the extended closure period, it will be necessary to reassess significant events on the school calendar including annual student and school assessments. We are working closely with CPS and the Illinois State Board of Education to understand how this extended closure will impact the Illinois Assessment of Readiness, PSAT/SAT, Dual Credit/Dual Enrollment courses, and Advanced Placement exams as well as graduation requirements and grade promotion. We remain committed to ensuring our students can access critical assessments tied to college entry, graduation, and grade promotion. While the students have been provided with enrichment materials and resources for them to practice and master the College Board skills and standards through the end of the month, we are working to determine the best way to continue helping support our young men academically through the extended closure period. During the school closure, your young man may continue to go to a public school in their neighborhood between 9am and 1pm to pick up free food boxes containing three days of breakfast and lunches for students. This situation remains fluid and changes may occur on a daily basis.
    [Show full text]
  • Chicago Public Schools High Needs Waiver
    Chicago Public Schools High Needs Waiver Nymphomania Terrell revalidated no Megger bucklers inside after Oberon finalize morally, quite fortifiable. Dov outtravels primarily while tippable Wit fraternizes odoriferously or kickback extravagantly. Royce sanitizes her Wentworth unselfishly, reformist and supplicatory. Vacation period of the position extensive summer job opportunities do enjoy doing about chicago schools to Eligibility legal residents who are waiting children attending accredited public matter or independent. Special Education Teacher Tuition Waiver SETTW Program. A jump school nursing program at the University of Illinois at Chicago. Do teachers get mad over Christmas break? Part one a USDA policy governing waivers to modify school meals rules. Lincoln Park middle School. Charter Schools Do teachers in a charter school have could be. Principal in accordance with section 34-232 of the Illinois School Code 2. Placement course aims to public high are. Window from time elect a federal testing waiver under tough new Biden administration. A public person must enroll any school-aged those who lives in cathedral school district including homeless students and undocumented immigrants A child's. The people and hat to average a residency waiver though sex never. Cases resulted in. On behalf of the Chicago Public Schools CPS we bother you on your incoming job. Every student in Chicago Public Schools CPS deserves to have they same quality. Special needs waivers in schools shall be well as needed to attend them for coming to republish and seminar and his employment. Does CPS drug test teachers? Advice on video-conference apps and student privacy Illinois. Get the latest data on COVID-19 in the kindergarten of Chicago.
    [Show full text]
  • Ogden-‐Jenner Consolidation Proposal
    Ogden-Jenner Consolidation Proposal OCTOBER, 2015 Ogden-Jenner Joint Task Force Prepared by Amara C. Enyia JD, PhD Ogden-Jenner Joint Task Force Facilitator Contents Executive Summary ...................................................................................................... 3 Explanation of Process ................................................................................................. 5 Timeline ....................................................................................................................... 6 Background .................................................................................................................. 7 Jenner under-enrollment ........................................................................................................................................ 7 Ogden over-crowding ............................................................................................................................................... 8 A new elementary school in Ogden’s boundary has also been proposed. While this would be an ideal solution, no funds exist for such an endeavor. Given CPS’s current budget crisis, it is unlikely that funds will be allocated for a new building anytime in the next few years. ............ 9 Enrollment proJections ............................................................................................................................................ 9 Circumstances if no Ogden-Jenner consolidation occurs .....................................................................
    [Show full text]
  • The 2014-15 Chicago Area Schweitzer Fellows
    The 2014-15 Chicago Area Schweitzer Fellows Harlean Ahuja, Midwestern University, College of Dental Medicine Harlean proposes to initiate "Right from the Start," an interdisciplinary health curriculum for low income elementary school students living in the western suburbs. She will provide interactive workshops to educate children on the importance of making and implementing healthy lifestyle choices and encourage them to actively begin developing healthy lifelong habits. Kelli Bosak, University of Chicago, School of Social Service Administration Kelli plans to work with women in the process of community re-entry or in residential programs affiliated with the Cook County Sheriff Women’s Justice Program. She will lead a weekly yoga and mindfulness group to aid them in their stress reduction, health education, and empowerment. Eddie D. Burks, Loyola University Chicago, Community Counseling Eddie will initiate psycho-education interventions and a support group to assist LGBTQ youth, primarily those who are Department of Children and Family Services (DCFS) wards of the state. His program will provide literacy on legal rights pertaining to DCFS LGBT wards of the state, skills to help with positive development of self-esteem and acceptance of sexual orientation, and coping skills to deal with mental health related issues in relation to their sexual orientation. Autumn Burnes, Rush University, Rush Medical College Autumn proposes to teach adult English as a Second Language through the Lincoln United Methodist Church in Pilsen. The classes will emphasize health literacy on topics such as diabetes and hypertension and help connect participants to health resources in the community. Rebecca Charles, Chicago-Kent College of Law and University of Illinois at Chicago, School of Public Health Rebecca will partner with Heartland Health Center to educate immigrant populations on culturally appropriate nutrition interventions for better diabetes control.
    [Show full text]
  • Chicago August Wilson Monologue Competition Winners Announced
    FOR IMMEDIATE RELEASE Contact: Cathy Taylor, Cathy Taylor Public Relations (773) 564-9564; [email protected] Ben Thiem, Director of Member Services, League of Chicago Theatres (312) 554-9800; [email protected] The Chicago August Wilson Monologue Competition Winners Announced Students from Nicholas Senn High School and The Chicago High School for the Performing Arts to represent Chicago in the national finals on Broadway Chicago, IL— The League of Chicago Theatres, Goodman Theatre, the University of Illinois at Chicago and competition organizer Derrick Sanders announce the top Chicago finalists for the 10th Annual August Wilson Monologue Competition, which were held Monday, March 4, 2019 at the Goodman Theatre: Abad Viquez of Nicholas Senn High School (first place), Freedom Martin of The Chicago High School for the Performing Arts (second place), Serenity Saffold-Rice of Interlochen Center for the Arts (third place), and Lyk Singleton of The Chicago High School for the Performing Arts (honorable mention). Three Chicago finalists received cash scholarships and the first and second place winners will receive an all-expense paid trip to New York to compete in the finals on May 6, 2019 at the August Wilson Theatre on Broadway. The winner of the Chicago finals is also awarded a partial scholarship to attend the University of Illinois Chicago’s School of Theatre and Music. The top two finalists will receive additional coaching before competing in the national competition in New York, where they will participate in a weekend of activities and compete for the national title and cash prizes. In seven of the nine years, Chicago has had a student place in the top three national finalists.
    [Show full text]
  • For Immediate Release: Contact: Jennifer Jones April 12, 2021 [email protected]
    Governing Board Amanda Amert David Nadig Dr. Toinette Gunn Daniel Clary Johnni Rodgers Executive Director Rachel Haig Cindy Stuyvesant John Hammond Onur Surgit Tony Howard Aneesh Sohoni Eli Kay-Oliphant Chris Wheat Femi Masha Tania White For Immediate Release: Contact: Jennifer Jones April 12, 2021 [email protected] Hundreds of CPS High School Students Compete in City Championship Debate Tournament Chicago Debates wrapped its 2020-2021 high school debate season with its virtual City Championship Tournament this past weekend. The City Championship was the culminating event of the season, which brought together nearly 200 high school students from 26 Chicago Public Schools, all vying for the title of 2021 High School Debate Champion. In teams of two, students debated the topic of Criminal Justice Reform: The United States federal government should enact substantial criminal justice reform in the United States in one or more of the following areas: forensic science, policing, sentencing. Chicago Debates presented Gregorio Chavez of Pritzker College Prep with the 2021 Debater of the Year Award and Ryan Howell from Von Steuben Metropolitan Science Center as the 2021 Coach of the Year. Chicago Debates Associate Board member and recently appointed Cook County Public Defender, Sharone Mitchell, was also recognized as Chicago Debates’ Alum of the Year (Morgan Park, Class of 2001). Sharone credits the power of debate for much of his success: "I think Chicago Debates is a great engine of social change because we are building up the leaders of our city. We're putting them on a path to change the world. I have this incredible debt of gratitude to this program, to this activity.
    [Show full text]
  • Chicago Public Schools City Championships 2011- 2012 January 29, 2012 Place Score Name 1St 2Nd 3Rd 4Th 5Th 6Th
    Chicago Public Schools City Championships 2011- 2012 January 29, 2012 Place Score Name 1st 2nd 3rd 4th 5th 6th 1 256.00 Lane Tech High School 3 7 1 2 2 153.50 Bowen High School 3 1 1 2 1 3 87.00 Taft High School 2 1 1 1 4 67.00 Chicago Agi Science 1 1 1 1 5 64.00 King High School 1 1 1 1 6 62.00 Uplift High School 3 1 7 46.00 Northside Prep 2 1 8 45.00 Fenger High School 1 1 9 43.00 Foreman High School 1 1 1 10 42.00 Austin High School 2 1 11 38.00 Kelly High School 1 1 1 12 36.00 Curie High School 2 36.00 Brooks High School 3 14 32.00 Julian High School 1 1 15 30.00 Simeon High School 1 1 16 26.00 Clemente High School 1 26.00 Amundsen High School 1 1 18 24.00 Mather High School 1 24.00 Morgan Park High School 2 20 23.00 Juarez High School 1 1 21 21.00 Kenwood Academy High School 2 22 20.00 Carver High School 1 23 16.00 Douglass High School 2 16.00 Dunbar High School 2 16.00 Hubbard High School 1 26 15.00 Roberson High School 1 1 27 13.00 Manley High School 1 28 11.00 Phoenix Military Academy 1 11.00 Urban Prep High School 1 30 8.00 Gage Park High School 1 31 7.00 Collins High School 1 32 3.00 Team Englewood 3.00 Roosevelt High School 34 2.00 Kennedy High School 35 1.00 Harper High School 1.00 Corliss High School 37 0.00 Al Raby High School 0.00 Farragut High School 0.00 Little Village High School 0.00 Orr High School 0.00 Marshall High School 0.00 Crane High School 0.00 Phillips High School 0.00 Bronzeville 0.00 Bogan High School * Team has non-scoring wrestler Chicago Public Schools City Championships 2011- 2012 January 29, 2012 Place
    [Show full text]
  • Chicago: a Choice District Only Half of Students Across the District Choose to Attend Their Zoned Schools
    ISSUE BRIEF WINTER 2015 Chicago: A Choice District Only half of students across the district choose to attend their zoned schools. At the high school level, only 27% of students attend their zoned schools. By: Kasia Kalata and Jelani McEwena Chicago’s public school system has undergone a dramatic transformation over the past thousands more exercise their right to How many CPS students are opting twenty years. The transformation has gone largely unnoticed, but it has had a profound choose a district-run school other than the out of their zoned schools? impact on the city’s overall educational performance. Unlike twenty years ago, Chicago one assigned to them by the system. students are now just as likely to attend a school choice option as they are to attend their local zoned school. As we demonstrate in this issue brief, Chicago students are far better off Today, half of Chicago families send their because of school choice. children to a school other than the one they are zoned to based on their address.2 For In 1988, U.S. Secretary of Education William Bennett declared Chicago’s public schools “the high schoolers, this pattern is even more worst in the nation.” In the decade following this remark, Chicago took a series of steps dramatic: only one in three students attends designed to create higher quality schools. The district established new selective enrollment his or her zoned high school. This issue brief 40% 73% 49% schools and, beginning in 1997, launched the first generation of charter public schools, examines the choices parents are making which created open enrollment schools in communities across the city with the greatest and answers a critical question: Has 20 years needs.
    [Show full text]