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
- March 2018Snapshot
- November 2014Report
Middle Grade Indicators of Readiness in Chicago Public Schools
- June 2012Literature Review
The Role of Noncognitive Factors in Shaping School Performance
- July 2007Report
- May 2008Report
ACT Preparation--Too Much, Too Late
All Publications
Title | Type | Date Sort descending |
---|---|---|
"Double-Dose" Algebra as an Alternative Strategy to Remediation Effects on Students' Academic Outcomes |
Working Paper | Dec 2008 |
College Preparatory Curriculum for All Consequences of Ninth-Grade CourseTaking in Algebra and English on Academic Outcomes in Chicago |
Working Paper | Dec 2008 |
"Double-Dose" Algebra as an Alternative Strategy to Remediation Effects on Students' Academic Outcomes |
Article | Apr 2009 |
The Schools Teachers Leave Teacher Mobility in Chicago Public Schools |
Report | Jun 2009 |
What Matters for Staying On-Track and Graduating in Chicago Public Schools A Focus on Students with Disabilities |
Report | Dec 2009 |
College Preparatory Curriculum for All Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago |
Article | Dec 2009 |
Organizing Schools for Improvement Lessons from Chicago |
Book | Jan 2010 |
Passing Through Science The Effects of Raising Graduation Requirements in Science on Course-Taking and Academic Achievement in Chicago |
Report | Mar 2010 |
The Effects of Tracking with Supports on Instructional Climate and Student Outcomes in High School Algebra | Working Paper | May 2010 |
Student and Teacher Safety in Chicago Public Schools The Roles of Community Context and School Social Organization |
Report | May 2011 |