Camille A. Farrington is a Senior Research Associate and Managing Director at the UChicago Consortium whose work focuses on adolescents and American high schools. She is a national expert on academic mindsets and the measurement of psycho-social factors in academic settings. She is particularly interested in understanding how learning environments provide opportunities for positive developmental experiences for students, how young people make sense of their daily schooling experiences, and how school structures and teacher practices shape students’ beliefs, behaviors, performance, and development. Farrington is the author of Failing at School: Lessons for Redesigning Urban High Schools (2014, Teachers College Press); lead author of Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance (2012, UChicago Consortium); and co-author of Foundations for Young Adult Success: A Developmental Framework (2015, UChicago Consortium). She is principal investigator of the Becoming Effective Learners Partner Project, a research-practice collaboration with school and district partners around the country, using student and teacher surveys to better understand the development of student noncognitive factors in classroom contexts. She is a member of the Mindset Scholars Network, the Deeper Learning Research Network, the National Working Group to Establish Practical Social-Emotional Competence Assessments, and the NAEP Questionnaire Standing Committee. Throughout her work, Farrington draws on fifteen years’ experience as a public high school teacher and National Board Certified Teacher Mentor. Farrington received her BA from the University of California Santa Cruz, teacher certification from Mills College, and a PhD in Policy Studies in Urban Education from the University of Illinois at Chicago.