Julia A. Gwynne is a Senior Research Scientist at the UChicago Consortium. Her research spans a range of areas including, high school graduation rates, early warning indicators, school closings, charter high schools, and preschool attendance. Across these areas, she is principally interested in identifying the academic skills and behaviors students need to be successful in their current grade level and beyond. She is also interested in how district policies support the ongoing development of high-quality instructional practice. She is currently serving as Co-PI of a study examining CPS’ newly developed, comprehensive digital curriculum, Skyline, and its role in literacy learning acceleration for students in grades K-2. Her research has received outstanding publication awards from Division H of the American Educational Research Association.
All Publications
Title Sort descending | Type | Date |
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Preschool Attendance in Chicago Public Schools Relationships with Learning Outcomes and Reasons for Absences |
Report | May 2014 |
Standards-Driven Instructional Improvement Lessons Learned in Chicago |
Report | May 2022 |
Student Engagement in Learning during COVID-19 Students’ Course Grades in Chicago Public Schools |
Report | Sep 2022 |
What Matters for Staying On-Track and Graduating in Chicago Public Schools A Focus on English Language Learners |
Report | May 2012 |
What Matters for Staying On-Track and Graduating in Chicago Public Schools A Focus on Students with Disabilities |
Report | Dec 2009 |
When Schools Close Effects on Displaced Students in Chicago Public Schools |
Report | Oct 2009 |