Elaine Allensworth

Elaine Allensworth is the Lewis-Sebring Director of the UChicago Consortium, where she has conducted research on educational policy and practice for the last 20 years. She works with policymakers and practitioners to bridge research and practice, providing advice to researchers across the country about conducting research-practice partnerships, and serving on panels, policy commissions, and working groups at the local, state and national level. She is recognized as an expert in the areas of students’ educational attainment, school leadership, and school improvement. Her research on the factors that predict whether students will drop out of high school has shifted the conversation from factors that schools cannot control to factors that schools can influence; school districts across the country have adopted early warning indicator systems based on her Freshman OnTrack research. She is one of the authors of the book, Organizing Schools for Improvement: Lessons from Chicago, which documents the ways in which organizational structures in schools influence improvements in student achievement. Elaine has been the principal investigator on research grants from funders such as the Institute of Education Sciences, the National Science Foundation, and the Bill and Melinda Gates Foundation. She has received a number of awards from the American Educational Research Association, including the Palmer O. Johnson award Division H awards outstanding publications. She was once a high school Spanish and science teacher.

Featured Publications

All Publications

Title Type Date Sort ascending
Standards-Driven Instructional Improvement: Lessons Learned in Chicago Standards-Driven Instructional Improvement

Lessons Learned in Chicago

Report May 2022
Supporting Change in Instructional Practices to Meet the Common Core Mathematics and Next Generation Science Standards Supporting Change in Instructional Practices to Meet the Common Core Mathematics and Next Generation Science Standards

How Are Different Supports Related to Instructional Change?

Apr 2022
Meeting Families' Needs Meeting Families' Needs

Attendance Rates in Full-Day vs. Half-Day Pre-K

Brief Feb 2022
5Essentials Survey in CPS 5Essentials Survey in CPS Report Dec 2021
International Journal of STEM Education Cover Scaling Standards-Aligned Instruction through Teacher Leadership

Methods, Supports, and Challenges

Article Jun 2021
Improvements in Math Instruction and Student Achievement Through Professional Learning Around the Common Core State Standards in Chicago Improvements in Math Instruction and Student Achievement Through Professional Learning Around the Common Core State Standards in Chicago Article Feb 2021
Principal Leadership Practices, Organizational Improvement, and Student Achievement Principal Leadership Practices, Organizational Improvement, and Student Achievement Book Dec 2020
Supporting Neighborhood Schools from Pre-K through High School Supporting Neighborhood Schools from Pre-K through High School

Successes and Challenges of the North Lawndale Cluster Initiative

Report Dec 2020
Supporting School Improvement: Early Findings from a Reexamination of the 5Essentials Survey Supporting School Improvement

Early Findings from a Reexamination of the 5Essentials Survey

Report Aug 2020
School Practices to Address Student Learning Loss School Practices to Address Student Learning Loss

Potential Interventions for Students Who Have Fallen Out of Typical Grade Range Following the COVID-19 Pandemic

Brief Jun 2020
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