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 Sort ascending | Date |
---|---|---|
The Struggle to Pass Algebra Online vs. Face-to- Face Credit Recovery for At-Risk Urban Students |
Article | Mar 2016 |
Tackling Absenteeism in Chicago | Article | Oct 2016 |
The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning | Article | Oct 2016 |
The Educational Benefits of Attending Higher Performing Schools Evidence From Chicago High Schools |
Article | Oct 2016 |
College Preparatory Curriculum for All Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago |
Article | Dec 2009 |
"Double-Dose" Algebra as an Alternative Strategy to Remediation Effects on Students' Academic Outcomes |
Article | Apr 2009 |
Examining Integrated Leadership Systems in High Schools Connecting Principal and Teacher Leadership to Organizational Processes and Student Outcomes |
Article | Apr 2017 |
Pre-kindergarten Attendance Matters Early Chronic Absence Patterns and Relationships to Learning Outcomes |
Article | Apr 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 |