Degree Date
4-2018
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Dr. Elizabeth Minor
Second Advisor
Dr. Harrington Gibson
Abstract
The program evaluation examined systems provided to schools in the city of Chicago which needed intensive supports. This was done by evaluating qualitative and quantitative data. Much of the qualitative data was derived from interviews, while the majority of the quantitative data was compiled through Chicago Public Schools’ publically accessible data system. There were many advantages to looking at only the schools needing intensive supports. There were many similarities in these schools which helped strengthen and align with the qualitative data produced from the individuals interviewed. There were also publically released studies that validated the qualitative data from this study. There were significant changes to the matrix used to evaluate the effectiveness of Chicago Public Schools. The results of evaluations performed through this matrix determined which schools needed intensive support. However, and even though the performances of the schools did not actually change through standard-based assessments, the district projected schools improving using the new matrix system. The findings from the program evaluation pointed to CPS needing to put new systems in place to support building level administrators.
Recommended Citation
Alstadt, Jeffrey, "Supports Provided To Improve Schools In Need Of Intensive Supports In Chicago Public Schools (CPS) Evaluation" (2018). Dissertations. 299.
https://digitalcommons.nl.edu/diss/299
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Urban Education Commons