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Research of Interest
Title
Date
Teacher Quality Guidebook
The Joyce Foundation
Long-time Fund partner and investor, The Joyce Foundation released "Teacher Quality: What You Need to Know". It is a first-of-its-kind guidebook that shows parents why we need to improve how we recruit, support, evaluate, and reward teachers in order to ensure all students get a great education. The short, easy-to-read guidebook tells the story of two teachers - one who gets the right support to help her kids succeed and the other who tries hard but doesn't get the help she needs.
September 27, 2010
Can Teacher Quality Be Effectively Assessed?
Goldhaber, Dan. Center on Reinventing Public Education,
Evans School of Public Affairs, University of Washington and the Urban Institute.
Anthony,Emily. Urban Institute
A three-year Urban Institute survey of 600,000 student records in North Carolina, provided direct evidence that the National Board for Professional Teaching Standards identifies highly effective teachers who increase student achievement.
April 1, 2009
Chicago Public Schools Professional Development Project
This project began as a result of a concern about how to strengthen the professional development of teachers and leaders throughout the Chicago Public Schools.
August 1, 2002
Human Capital Framework for K-12 Urban Education:
Organizing for Success
Aspen Institute:
Judy Wurtzel
Rachel Curtis
“Thinking and acting strategically about human capital development and management is the lifeblood of most high–performing businesses and organizations. This commitment reflects an understanding that an organization's success is defined in large part by the performance of its employees and the quality of the service or product they produce.”
July 2008
Becoming a Leader: Preparing School Principals for Today’s Schools
The Wallace Foundation
“If there is a national imperative to improve our failing schools, there is also an imperative to strengthen the preparation of those who lead them. The good news is that new research and a growing range of efforts by states and districts point more clearly than ever to effective ways to greatly improve the training principals receive for their jobs.”
June 1, 2008
Defining an Urban Principalship to Drive Dramatic Achievement Gains
New Leaders for New Schools
“Research and experience suggest that successful and fast-improving schools typically have outstanding principals. Indeed, some research has shown that the quality of the principal is the second most important in-school factor (after the quality of teaching) driving student achievement. “
March 10, 2008
The Chicago Public Education Fund: 2007 Annual Meeting
Remarks of Robert H. Gertner, Wallace W. Booth Professor of Economics and Strategy, The University of Chicago Graduate School of Business
You may wonder why an economist, and heaven forbid, a University of Chicago economist is on the program today. I assure it is certainly not to lighten up the proceedings.
April 24, 2007
Teacher quality in a changing policy landscape: Improvements in the
teacher pool
Educational Testing Service: D. H. Gitomer
“The past eight years have seen an unprecedented level of education policy activity focused on issues of teacher quality. Policies have been developed at federal, state, and institutional levels, and include increased institutional reporting of teacher candidates' test scores, the mandate for Highly Qualified Teachers (HQT) in the No Child Left Behind Act, more stringent requirements for entry into and accreditation of teacher education programs, and the rapid expansion of alternate pathways into teaching.“
January 1, 2007
Identifying Effective Teachers Using Performance on the Job
Brookings: Gordon, R., Kane, T.J., & Staiger, D.O.
“Traditionally, policymakers have attempted to improve the quality of the teaching force by rais– ing minimum credentials for entering teachers. Recent research, however, suggests that such paper qualications have little predictive power in identifying effective teachers.”
January 1, 2006
National Board Certified Teachers and Their Students’ Achievement
Education Policy Analysis Archives Vol. 12 No. 46;
Vandevoort, Leslie G. Audrey Amrein-Beardsley,
Berliner, David C. Arizona State University
This study from Arizona State University, demonstrates that teachers identified through National Board for Professional Teaching Standards are, on average, more effective teachers in terms of academic achievement. Specifically, it found that students learning from NBCTs gained the statistical equivalent of more than a month of additional instruction compared to students learning from non-NBC teachers.
September 8, 2004
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Other Reports
Title
Date
Organizing Schools for Improvement: Lessons from Chicago
Penny Bender Sebring
Penny Bender Sebring, The Chicago Public Education Fund director and chairman of The Fund's Evaluation Advisory Council, took part in a symposium a Thursday, January 14 to release a new book she co–authored with researchers from the Consortium on Chicago School Research (CCSR) at the University of Chicago. The book, Organizing Schools for Improvement: Lessons from Chicago, provides a comprehensive and detailed analysis of why students in 100 public elementary schools in Chicago were able to improve substantially in reading and math over a seven–year period compared to students in another 100 schools who did not show improvement. Using a massive set of longitudinal evidence, the study yields a framework of school culture and practices, dubbed the five “Essential Supports,” that evidence shows promote and sustain improvement, and the absence of these spells stagnation.
January 15, 2010
Taking Human Capital Seriously:
Talented Teachers in Every Classroom,Talented Principals in Every School
Strategic Management of Human Capital in Education
Principles and Recommendations for the Strategic Management of Human Capital in Public Education
November 4, 2009
Case study: National Board teachers take the instructional lead
By John Myers
The National Board for Professional Teaching Standards, the granting body for teaching’s gold standard credential, has released a case study on Chicago Public Schools’ growing pool of master teachers.
September 11, 2009
The Chicago Public Education Fund: Measuring Results in Venture Philanthropy
Northwestern University, Kellogg School of Management Socially Responsible Business Practices Case Study
April 15, 2004
Linking Resources to Results: The Chicago Public Education Fund’s Master Teacher Initiative
Grantmakers for Education Case Study 2006
Linking Resources to Results” explores the deliberate approach—— including specific goals, a clearly articulated grantmaking strategy and benchmarks for measuring progress——the Chicago Public Education Fund used to help the Chicago Public Schools recognize, reward and deploy high-quality teachers.
2006
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Video & Downloads
Learn more from the teachers, principals, investors and Fund board members about the exciting results we are achieving.
Annual reports
Title
Date
The Chicago Public Education Fund 2001 Annual Report
The Chicago Public Education Fund. An unprecedented
strategic investment partner.
2001
The Chicago Public Education Fund 2002 Annual Report
Better Schools are Everybody’s Business
2002
The Chicago Public Education Fund 2003 Annual Report
Lead. The Future Will Follow.
2003
The Chicago Public Education Fund 2004 Annual Report
Accelerate achievement for all Chicago Public School Students, especially our neediest, by building talented teams of principals and teachers.
2004
The Chicago Public Education Fund 2005 Annual Report
In Good Company
2005
The Chicago Public Education Fund 2006 Annual Report
From the Boardroom to the Classroom
2006
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Results The Fund is Achieving
425 Principals and Assistant Principals have been prepared through Pritzker Principal Programs
