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 Sort ascending | Type | Date |
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Student Engagement in Learning during COVID-19 Students’ Course Grades in Chicago Public Schools |
Report | Sep 2022 |
Student and Teacher Safety in Chicago Public Schools The Roles of Community Context and School Social Organization |
Report | May 2011 |
Standards-Driven Instructional Improvement Lessons Learned in Chicago |
Report | May 2022 |
Sorting and Supporting Why Double-Dose Algebra Led to Better Test Scores but More Course Failures |
Article | Aug 2013 |
Skill-Based Sorting in the Era of College Prep for All Costs and Benefits |
Brief | Mar 2014 |
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 |
School Instructional Program Coherence Benefits and Challenges |
Report | Jan 2001 |
Scaling Standards-Aligned Instruction through Teacher Leadership Methods, Supports, and Challenges |
Article | Jun 2021 |
Readiness for College The Role of Noncognitive Factors and Context |
Article | Nov 2013 |
Q&A: Grades & Test Scores | Brief | Jan 2024 |