Camille A. Farrington is a Managing Director and Senior Research Associate at the UChicago Consortium. She is a national expert on academic mindsets and the measurement of psychosocial factors in academic settings. Her research focuses on understanding how learning environments provide opportunities for positive developmental experiences for students, how young people make sense of daily schooling experiences, and how school structures and teacher practices shape students’ beliefs, behaviors, performance, and development. Camille is passionate about leveraging the science of learning and development in K-12 schools, identifying and disrupting inequitable structures and practices, supporting the ongoing growth and development of educators to lead profound change in schools, and ultimately transforming the daily schooling experience and life outcomes of educationally marginalized students and communities. Her book, Failing at School: Lessons for Redesigning Urban High Schools (2014, Teachers College Press), outlines one approach to equitable school redesign. All of Camille’s work is informed by her fifteen years’ experience as a public high school teacher. Working or not, Camille attempts to split her time as evenly as possible between Chicago, the best American city, and California, which is hands down the best state in the land.
Featured Publications
- June 2015Report
A Developmental Framework
- June 2012Literature Review
The Role of Noncognitive Factors in Shaping School Performance
All Publications
Title Sort descending | Type | Date |
---|---|---|
Arts Education and Social-Emotional Learning Outcomes Among K-12 Students Developing a Theory of Action |
Report | Jun 2019 |
Do Classroom Environments Matter for Noncognitive Aspects of Student Performance and Students' Course Grades? | Working Paper | Oct 2019 |
Foundations for Young Adult Success A Developmental Framework |
Report | Jun 2015 |
How Arts Education Supports Social-Emotional Development A Theory of Action |
Article | Jan 2020 |
Illuminating the Mechanisms of Character Development | Article | Dec 2017 |
Integrating Social, Emotional, and Academic Development (SEAD) An Action Guide for School Leadership Teams |
Report | Mar 2019 |
Learning Conditions Are an Actionable, Early Indicator of Math Learning | Brief | Dec 2022 |
Measure Learning Environments, Not Just Students, to Support Learning and Development | Article | Nov 2020 |
Noncognitive Outcomes of Liberal Arts Education | Article | Jan 2019 |
Readiness for College The Role of Noncognitive Factors and Context |
Article | Nov 2013 |