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 ascending Type Date
Principal Leadership Practices, Organizational Improvement, and Student Achievement Principal Leadership Practices, Organizational Improvement, and Student Achievement Book Dec 2020
Principal Leadership and School Performance

An Examination of Instructional Leadership and Organizational Management

Article Oct 2018
Principal and Teacher Leadership in Chicago: Early Evidence on Two Initiatives Principal and Teacher Leadership in Chicago

Early Evidence on Two Initiatives

Report Mar 2004
Preschool Attendance in Chicago Public Schools: Relationships with Learning Outcomes and Reasons for Absences: Research Summary Preschool Attendance in Chicago Public Schools

Relationships with Learning Outcomes and Reasons for Absences

Report Sep 2013
Preschool Attendance in Chicago Public Schools Preschool Attendance in Chicago Public Schools

Relationships with Learning Outcomes and Reasons for Absences

Report May 2014
Pre-kindergarten Attendance Matters

Early Chronic Absence Patterns and Relationships to Learning Outcomes

Article Apr 2018
Passing Through Science: The Effects of Raising Graduation Requirements in Science on Course-Taking and Academic Achievement in Chicago Passing Through Science

The Effects of Raising Graduation Requirements in Science on Course-Taking and Academic Achievement in Chicago

Report Mar 2010
Organizing Schools for Improvement: Lessons from Chicago Organizing Schools for Improvement

Lessons from Chicago

Book Jan 2010
Online Credit Recovery and the Path to On-Time High School Graduation Article Jul 2018
Meeting Families' Needs Meeting Families' Needs

Attendance Rates in Full-Day vs. Half-Day Pre-K

Brief Feb 2022
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