Student and Teacher Safety in Chicago Public Schools

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This research report finds that students and teachers feel much safer in some Chicago Public Schools than others, and the best predictor of whether students and teachers feel safe is the quality of relationships inside the school building. The report, Student and Teacher Safety in Chicago Public Schools, found that schools serving students from high-crime, high-poverty areas tended to feel less safe; however, demographics were not deterministic of safety. In fact, disadvantaged schools with high-quality relationships actually felt safer than advantaged schools with low-quality relationships.

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Winning America’s Future Through Creative Schools

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On May 6, 2011 the President’s Committee on the Arts and the Humanities released its report Reinvesting in Arts Education: Winning America’s Future Through Creative Schools at the Arts Education Partnership National Forum in Washington, DC. Using new data, the report presents compelling evidence for arts education’s effectiveness in increasing student engagement and academic achievement. Building on arts education’s role in whole-school reform, the report outlines several strategies and recommendations for building creativity-rich schools by integrating the arts into classroom instruction across disciplines.

The reports conclusions and recommendations are based on the following principles:

First, the arts are a vital part of the culture and life of this country, and all students deserve access to the arts in school as part of a complete education. Just as science and social studies are deemed essential subjects independent of their value to other learning outcomes, the arts merit a similar unambiguous place in the curriculum.

Second, decades of research and experience show that high quality arts education can
play an important part in achieving a range of educational objectives. The arts can motivate and engage students; stimulate curiosity and foster creativity; teach 21st Century Skills such as problem solving and team work; and facilitate school-wide collaborations. While there is certainly room for additional information in these areas, there is no doubt that research about the value of arts education is positive and consistent.

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Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools

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The Study of School Turnaround (SST) is an examination of the implementation of School Improvement Grants (SIG) authorized under Title I section 1003(g) of the Elementary and Secondary Education Act (ESEA) and supplemented by the American Recovery and Reinvestment Act of 2009.

“Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools” uses publicly-available data from State Education Agency (SEA) Web sites, SEA SIG applications, and the National Center for Education Statistics’ Common Core of Data to examine the following: (1) the SIG-related policies and practices that states intend to implement, and (2) the characteristics of SIG-eligible and SIG-awarded schools. This first report provides context on SIG.

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