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The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. Over the course of three years, Bryk and Schneider, together with a diverse team of other researchers and school practitioners, studied reform in twelve Chicago elementary schools. Each school was undergoing extensive reorganization in response to the Chicago School Reform Act of 1988, which called for greater involvement of parents and local community leaders in their neighborhood schools. Drawing on years longitudinal survey and achievement data, as well as in-depth interviews with principals, teachers, parents, and local community leaders, the authors develop a thorough account of how effective social relationships--which they term relational trust--can serve as a prime resource for school improvement. Using case studies of the network of relationships that make up the school community, Bryk and Schneider examine how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. The personal dynamics among teachers, students, and their parents, for example, influence whether students regularly attend school and sustain their efforts in the difficult task of learning. In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements. As a result, these schools were also more likely to demonstrate marked gains in student learning. In contrast, schools with weak trust relations saw virtually no improvement in their reading or mathematics scores. Trust in Schools demonstrates convincingly that the quality of social relationships operating in and around schools is central to their functioning, and strongly predicts positive student outcomes. This book offer insights into how trust can be built and sustained in school communities, and identifies some features of public school systems that can impede such development. Bryk and Schneider show how a broad base of trust across a school community can provide a critical resource as education professional and parents embark on major school reforms. 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This finding is intriguing, but what does it mean? Do Catholic schools really have an independent effect on their students, or are they merely skimming off the cream of the student population? If these high schools do make a difference, what are their achievements and how might they be transferred to the public sector? Anthony Bryk, Valerie Lee, and Peter Holland respond to these questions in this comprehensive look at how Catholic high schools function. The authors examine a broad range of Catholic high schools: some have a large percentage of minority students, others are predominantly white; some are single-sex schools, others are co-educational. Although the student population is somewhat more advantaged (socially and academically) than that of public schools, the authors find that the Catholic schools have an independent effect on achievement, especially in reducing disparities between disadvantaged and privileged students. The schools do this by de-emphasizing tracking (all students take an academic curriculum, although brighter and more motivated students are pushed harder); by creating a caring community within the school that values students for themselves, not just for how much knowledge they can absorb; and by the visible presence of faculty who assume multiple roles with students, such as teacher, athletic coach, and counsellor. The Catholic school of today, the authors show, is a very different institution from the Catholic school of 30 years ago. It is now informed by a vision, similar to that of John Dewey, of the school as a community committed to democratic education and the common good of all students. Conversely, public education is largely driven by the rhetoric of the marketplace, a radical individualism, and the pursuit of economic reward. 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Taken as a set, these examples offer readers valuable insights about the actual dynamics of doing improvement work.  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Acclaimed educational researcher Anthony S. Bryk joins five coauthors involved in Chicago-based education reform, Sharon Greenberg, Albert Bertani, Penny Sebring, Steven E. Tozer, and Timothy Knowles, to illuminate the many factors that led to the ultimate success of Chicago Public Schools.  Beginning in 1987, Bryk and team lay out the civic context for reform, outlining the systemic challenges such as segregation, institutional racism, and income and resource disparities that reformers grappled with as well as the social conflicts they faced. Next, they analyze continuous improvement to teaching and learning, including the recruitment and retention of high-quality educators and leadership, a transformation validated by unprecedented increases in benchmarks such as graduation rates and college matriculation. This riveting account introduces key actors within the schools, city government, and business community, and the partnerships they forged. 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