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Chicago Schools Debate Merits Of Small Schools

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Chicago Schools Debate Merits Of Small Schools

Chicago public schools have been going through a transformation designed to take the district’s mammoth high schools and turn them into more intimate, student-focused environments. Educators and administrators seem to love the concept. And deep-pocketed philanthropists think it’s a great idea too. Various groups like the Bill & Melinda Gates Foundation and the Carnegie Corporation have invested $26 million to the small schools concept.

For urban areas like the Chicago Schools, there’s a lot of research to support the idea that teen learners do better in an environment where people know them and have regular contact with them. So over 20 of the Chicago Schools have been transformed to high schools that house 500 students or less. Elementary schools have a limit of 350 students.

The recent controversy is because the 2006 state test results for Chicago Schools did not show the expected rise in test scores that everyone hoped to see. But there were a lot of positive effects. Teachers report that the small schools have a climate that is better for teaching and learning. Drop-out rates are lower and graduation rates are higher in Chicago Schools that have switched to the new model. But what about the test scores? If academics aren’t affected are the smaller schools working?

My answer is- definitely. The fact that school climates are changing is a really big deal. Failing students in Chicago Schools usually live in low-income areas and have a history of school failure. So getting them to come to school, and to graduate is an important first step. And even if those students graduate with low test scores or low grades, the high school diploma and the options it opens up can be life changing. And an improved climate at the Chicago Schools will have long-term affects as well.

One of the biggest benefits of small Chicago Schools is that it fosters relationships between teachers, students, and parents. This closer communication helps the attendance rates because smaller schools are more likely to alert parents of student absences. Smaller schools could the best thing that the Chicago Schools have done in years. That doesn’t mean it’s the total solution, but it’s a great start.

As for why Chicago Schools didn’t show improvements on the Prairie State Assessment Test, well it actually makes sense. Keeping the low-achieving-would-be drop-outs in schools probably lowers test scores overall. But that’s OK, because they are where they need to be and getting a better chance at life than they would as drop-outs. Lifetime income for Chicago Schools students rises incrementally when they have a diploma.

All students in Chicago Schools, and all children in the world, thrive when given attention and when they feel that someone cares about what happens to them. Smaller schools simply make sense. I hope that the Chicago Schools have the sense to keep them around.
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BONUS : Chicago Schools Opens Its First Virtual Elementary School

The Illinois State Board of Education has approved the state’s first virtual public elementary school, the Chicago Virtual Charter School. The Board acted against State Superintendent Randy Dunn’s recommendation to disapprove the Chicago schools application, as well as against the opposition of the powerful Chicago Teachers Union, by voting a five-to-four approval.

Though virtual schools already exist in the United States, they usually are high schools. Several states, however, prohibit virtual charter schools, such as Indiana, Tennessee and New York. South Carolina goes one step further by prohibiting any home-based instruction at its charter schools.

Opposition to the Chicago schools’ new virtual elementary school stem from a variety of areas. Here are just a few:

• Computers will replace teachers and/or reduce their role in education, eliminating many teacher positions.

• The one-on-one attention that students may receive in a physical classroom setting will be lost.

• Virtual students in the Chicago schools will not receive enough social interaction, stunting their socialization skills.

Proponents believe the Chicago schools new virtual institution may give some children a chance to succeed, where traditional schools already have failed. The state board’s Chairman Jesse Ruiz noted that he received many compelling letters from parents, pleading for an alternative approach for their Chicago schools children.

Another issue that faced the state board is the current Illinois law on charter schools, which states they must be “non-home based”. It was for this reason that State Superintendent Dunn had recommended the new Chicago schools’ application be denied. This added more fuel to the Teachers Union’s argument against approving the school.

State board members and proponents argued that the charter school laws were enacted in the 1990s, before lawmakers could have anticipated the growth of technology that makes a virtual school possible. Chicago schools General Counsel Patrick Rocks told the board that the restrictions on home-based charter schools were from concerns that home schools would attempt to reposition themselves as charter schools in order to secure public funding.

Charter schools are part of the Chicago schools system and are given more flexibility in staffing, curriculum and other areas — similar in theory to home schools. They receive public funding per student, causing the lawmakers concern over a possible redefinition of home schools. Rocks presented board members with letters from several of the lawmakers who enacted the law that stated their intent was not to block Internet-based schooling.

After the vote, Teachers Union President Marilyn Stewart vowed to take “swift and appropriate” action to stop or block the opening of the school. Rocks noted that it was very unlikely that the Union could mount any viable legal challenge.

The Chicago schools’ new virtual institution opens September 13, 2006. Already about 300 families have applied for their children to attend, and the school can accept another 300 students, according to Sharon Hayes, head of the school.

Once enrolled, the Chicago schools families receive desktop computers, workbooks and other student materials. The Chicago schools students are required to meet weekly at a downtown Chicago learning center, located within DePaul University. The students interact regularly with teachers through emails, conferences and workshops, as well as interacting with teachers and other students at the learning center.

Chicago Virtual Charter School already scheduled to serve a wide variety of elementary Chicago schools children. They include gifted and special education students, as well as children who previously attended public, private and home schools. Their web site is at: http://www.chicagovcs.org.
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