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
English Learners in Chicago Public Schools English Learners in Chicago Public Schools

A New Perspective

Report Dec 2019
Linking Principal Leadership to Organizational Growth and Student Achievement Linking Principal Leadership to Organizational Growth and Student Achievement

A Moderation Mediation Analysis

Article Sep 2019
High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions about Consistency across High Schools High School GPAs and ACT Scores as Predictors of College Completion

Examining Assumptions about Consistency across High Schools

Working Paper Aug 2019
Supporting Social, Emotional, & Academic Development

Research Implications for Educators

Literature Review Oct 2018
Principal Leadership and School Performance

An Examination of Instructional Leadership and Organizational Management

Article Oct 2018
Online Credit Recovery and the Path to On-Time High School Graduation Article Jul 2018
Pre-kindergarten Attendance Matters

Early Chronic Absence Patterns and Relationships to Learning Outcomes

Article Apr 2018
Why Do Students Get Good Grades, or Bad Ones?  The Influence of the Teacher, Class, School, and Student Why Do Students Get Good Grades, or Bad Ones? The Influence of the Teacher, Class, School, and Student Working Paper Apr 2018
Are GPAs an Inconsistent Measure of Achievement across High Schools? Examining Assumptions about Grades versus Standardized Test Scores Are GPAs an Inconsistent Measure of Achievement across High Schools? Examining Assumptions about Grades versus Standardized Test Scores Working Paper Apr 2018
High School Graduation and College Readiness Indicator Systems: What We Know, What We Need to Know High School Graduation and College Readiness Indicator Systems

What We Know, What We Need to Know

Report Apr 2018
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