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Trust in Schools: A Core Resource for Improvement

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Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. 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.

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Trust in Schools: A Core Resource for Improvement

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Overview

Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. 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.

A Volume in the American Sociological Association's Rose Series in Sociology

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Product Details

Meet the Author

ANTHONY S. BRYK is Marshall Field IV Professor of Urban Education and Sociology, University of Chicago.

BARBARA SCHNEIDER is professor of sociology and human development, University of Chicago.

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Table of Contents

About the Authors xi
Foreword xiii
Acknowledgments xvii
Part I Framing Themes and Illuminating Theory 1
Chapter 1 The Social Foundations of Schooling: An Overlooked Dimension for Improvement 3
Chapter 2 Relational Trust 12
Part II Relational Trust in Three Urban School Communities 35
Chapter 3 Ridgeway Elementary School: The Costs of Conflicted Leadership 37
Chapter 4 Thomas Elementary School: Cultural Diversity as an Obstacle to Trust 55
Chapter 5 Holiday Elementary School: Dedicated to the Welfare of the Children 75
Part III Effects and Implications 89
Chapter 6 Relational Trust and Improving Academic Achievement 91
Chapter 7 Analytic and Policy Implications for School Reform 122
Appendix A Description of the Field Study 145
Appendix B Measures and Other Variables Used 155
Appendix C Analysis Details 168
Notes 177
References 201
Index 211
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