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Three‑year evaluation of ETHS structural changes finds higher belonging, gaps in instructional dialogue for classrooms with higher Black/Latino enrollment
Summary
District presenters described a three‑year evaluation of post‑pandemic structural changes at Evanston Township High School showing improved student sense of belonging and classroom engagement, statistically significant gains in some observation measures, and persistent disparities in instructional dialogue for classes with 45% or more Black and Latino students.
At the Dec. 8 Evanston Township High School Board meeting, Doctor Levy and colleagues presented a three‑year evaluation of structural changes made after the pandemic — including a block schedule, longer passing periods and a 'bell to bell' no‑cell‑phone policy — and their effects on student well‑being, behavior, and classroom instruction.
The report is based on staff and student surveys, classroom observations using the CLAS tool and administrative attendance and discipline data. Key findings the presenters highlighted: 71% of students reported a sense of belonging in the latest survey (up from 63% in 2024), 80% said teachers treated them with respect, and 71% felt…
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