District-level police crime centers that use technology such as remote cameras and analytic tools to support commanders' strategic decisionmaking may be able to help reduce crime.
District-level strategic decision support centers used by police in Chicago enabled novel responses to crime incidents that were not previously possible. Crime reductions varied between 3 and 17 percent. However, there are risks to the long-term support of the centers.
This paper seeks new evidence on the impact of private police on crime, exploiting a unique setting, the University of Chicago Police Department, that permits a credible examination of the causal effect of police in both the short and long run.
The Chicago Police Department's predictive policing program didn't work. To achieve even a 5 percent drop in the city's homicide rate, enormous leaps in both prediction and intervention effectiveness are necessary.
Predictive policing — the use of computer models to identify areas or people at greater risk of being involved in a serious crime — is yielding results for police. How authorities plan to respond to the data is key.
While there are many policy options that may decrease pension liabilities for Chicago and cities and states in similar situations, some options being considered may also have serious consequences for the public sector workforce, now and in the future.
There is little capacity to predict how recent pension reforms and changes to teacher compensation will affect teacher turnover and teacher experience mix—and in turn—potentially impact the cost and efficacy of the public education system. Research using a structural modeling approach may begin to fill that gap.
A dynamic retention model can help policymakers concerned with mounting pension costs estimate and analyze the relationship between different retirement benefit policies and retention over the career of Chicago public school teachers.
In schools accredited as IB World Schools by the International Baccalaureate Organization (IBO), teachers use IB curriculum and pedagogy to teach a range of courses that are intended to prepare IB-enrolled students for college.
Coordinating the work of the many different institutions involved in after-school activities -- including schools, nonprofits and municipal agencies like parks and libraries -- holds the promise of making programs better and more accessible to urban children and teens who need them.
Five cities that received a grant from The Wallace Foundation, along with three other cities that were not part of the initiative, were successful in using data from management information systems to improve out-of-school-time programs.
Five cities that received a grant from The Wallace Foundation to increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems used different planning approaches to meet the initiative's goals.
The third in this three-volume series presents in-depth case studies of five cities that received funding from The Wallace Foundation to improve out-of-school-time program provision: Providence, Boston, New York City, Chicago, and Washington, D.C.
Coordinating the work of the many different institutions involved in after-school activities—including schools, nonprofits and municipal agencies like parks and libraries—holds the promise of making programs better and more accessible to urban children and teens who need them.
The second in this three-volume series describes how Wallace Foundation grantees and three other cities used management information systems to collect and use data on out-of-school-time programs, including enrollment, attendance, and outcomes.
Chicago's multi-grade charter high schools (those serving students in grades 7-12, 6-12 or K-12) appear to improve their students' chances of graduating and attending college, as compared with the city's traditional public high schools.
Chicago's multi-grade charter high schools (those serving students in grades 7-12, 6-12 or K-12) appear to improve their students' chances of graduating and attending college, as compared with the city's traditional public high schools.
Differences in the mean birth weight of infants born to non-Hispanic black, non-Hispanic white, and Mexican-origin Hispanic mothers (of any race) in Chicago in 1990.
