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 Sort descending Type Date
"Double-Dose" Algebra as an Alternative Strategy to Remediation: Effects on Students' Academic Outcomes "Double-Dose" Algebra as an Alternative Strategy to Remediation

Effects on Students' Academic Outcomes

Working Paper Dec 2008
"Double-Dose" Algebra as an Alternative Strategy to Remediation

Effects on Students' Academic Outcomes

Article Apr 2009
5Essentials Survey in CPS 5Essentials Survey in CPS Report Dec 2021
Access to Magnet Schools in Chicago Access to Magnet Schools in Chicago Report Aug 2000
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
Calculating a Cohort Dropout Rate for the Chicago Public Schools Calculating a Cohort Dropout Rate for the Chicago Public Schools Report Jun 2001
College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago College Preparatory Curriculum for All

Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago

Article Dec 2009
College Preparatory Curriculum for All: Consequences of Ninth-Grade CourseTaking in Algebra and English on Academic Outcomes in Chicago College Preparatory Curriculum for All

Consequences of Ninth-Grade CourseTaking in Algebra and English on Academic Outcomes in Chicago

Working Paper Dec 2008
Declining High School Enrollment: An Exploration of Causes Declining High School Enrollment

An Exploration of Causes

Report May 2002
Development of Chicago Annenberg Schools: 1996-1999 Development of Chicago Annenberg Schools

1996-1999

Report Jul 2001
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