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Walker and Steve Tozer  \nUIC Center for Urban Education Leadership  \nPublication Date: December 2021  \nDesign: Morgan McKernin, CUEL Marketing Intern  \nWalker, L. and Tozer, S. (2021) . Toward the Continuous Improvement of Chicago Public Schools’High-churn Elementary Schools. Chicago, IL:  \nCenter for Urban Education Leadership.  \nThe Center for Urban Education Leadership (CUEL) is a research and development center housed in the College of Education at the University of Illinois at Chicago in Chicago IL, USA. The center is directed by Dr. Shelby Cosner. The center includes researchers, developers, and policy advocates with expertise in educational leadership, organizational development, continuous improvement, and equity/social justice. The center is driven to use its expertise and passion to IMPACT the lives of PK-12 urban students locally and throughout the world. Independently and in collaboration with other research/development organizations, CUEL has secured over $16 million to fuel a broad assortment of research and development projects. Learn more about our work at: [https://urbanedleadership.org/](https://urbanedleadership.org/)  \nAcknowledgments  \nWe want to thank the following UIC-trained school and system leaders who, through their participation in the LLIFT P-3 Networked Improvement Community (2018–2020), informed the analyses and concepts presented in this brief: Peggie Burnett-Wise, Romian Crockett, LaTarsha Green, Laquita Louie, Aisha McCarthy, Stephen McClain, Jacqueline Menoni, Regina Roberts, Joseph Shoffner, and Sharon Sprague. We would also like to thank Paul Zavitkovsky for his expertise and contributions to the student achievement analyses. This brief reflects our current engagement with CPS to support staff introductions to the concept of high-churn schools as a first step to incorporating the concept into CPS improvement processes.  \nFunding from the U.S. Department of Education Turnaround School Leadership Program (S377B140025) and the Robert R. McCormick Foundation supported the development of the ideas presented in this brief.  \nTable of Contents  \nOverview....................................................................................................................................................... 1  \n1. Definition and Performance of High-churn Schools............................................................................ 1  \nDescribing high-churn schools in CPS ................................................................................................... 2  \nPerformance of high-churn schools ...................................................................................................... 2  \nStudent achievement in high-churn schools......................................................................................... 3  \nSchools where needs are the greatest.................................................................................................. 4  \nConclusion to Part 1 .............................................................................................................................. 4  \n2. Organizational Capacity Development as a Response to High Churn ................................................ 5  \nFeatures and factors influencing organizational capacity development.............................................. 5  \nTeacher retention and organizational capacity .................................................................................... 7  \nConclusion to Part 2 .............................................................................................................................. 7  \n3: Theory and Measurement to Inform Policy and Practice ................................................................... 8  \nWhy we need a new way to characterize high-need schools .............................................................. 8  \nSpecifyin","cbCaijW69TVMdtrn","https://ap.wps.com/l/cbCaijW69TVMdtrn","pdf",1846641,23,"English","# Overview\n## Definition and Performance of High-churn Schools\n## Organizational Capacity Development as a Response to High Churn\n## Theory and Measurement to Inform Policy and Practice\n## Appendix: Creating Churn Totals and Codes\n## References","[{\"question\":\"What is the purpose of this brief?\",\"answer\":\"It describes high-churn elementary schools in CPS and explains how the knowledge can help identify sources of inequities, especially in schools with predominantly Black student enrollments.\"},{\"question\":\"What data approach does the brief use to study high-churn schools?\",\"answer\":\"It presents a data-based approach using publicly available administrative data to identify and examine a prominent type of high-need school, the high-churn school.\"},{\"question\":\"How does the brief connect high-churn to organizational capacity and practice?\",\"answer\":\"It links high churn to organizational capacity development, including factors influencing that development and the role of teacher retention, and then frames theory and measurement questions to inform policy and practice.\"}]","Toward the Continuous Improvement of Chicago Public Schools’ High-churn Elementary Schools | PDF",1792044520,58]