Dissecting the soaring graduation rate for Black boys in Chicago

hicago students Sabeer Al-Shareef and Shameir Faulkner are looking forward to a crazy few months as they approach high school graduation. In June, they’ll walk across a creaky stage at their historic South Side neighborhood high school and then move on to college in the fall.

These are Chicago success stories, exactly the kind Chicago Public Schools CEO Janice Jackson loves to highlight — young black men getting their diplomas and taking the next step...

Steve Shewfelt

Steven Shewfelt joined Ingenuity as Director of Data & Research from Slover Linett Audience Research, where, as a Senior Associate, he led multiple research and evaluation projects for leading foundations and arts and culture organizations across the country. He previously served as the deputy director of the Office of Research & Analysis at the National Endowment for the Arts, where he was involved in a wide variety of research and evaluation projects.

Chicago Network for College Success gets Gates recognition for focus on freshmen

In his blog, Gates advocates the use of data that can catch struggling 9th-graders early, while they still have time to get on a better path to graduation. The importance of 9th grade has long been on Gates' radar. His foundation previously featured the issue in its publication, discussing why that year can be particularly challenging.  

After visiting a Chicago high school, Bill Gates says it’s a model for his current education vision

When Bill Gates announced in 2017 that his foundation would begin investing in “networks” of schools, he said he wanted to replicate the success of a particular Chicago organization.

On Tuesday, Gates in a blog post heaped fresh praise on Chicago’s Network for College Success, a group housed at the University of Chicago that works with 17 Chicago high schools. Gates also posted video of his visit to North-Grand High School in Humboldt Park, a school he says uses student data to keep students on track for graduation with the network’s help...

On the right track in Chicago

Chicago was once called the worst school district in the United States. Today, though, high school graduation rates there are rising, as are ACT scores, GPAs, and the number of students enrolled in AP courses. And gains in elementary test scores outpace national averages.

I recently visited Chicago—and a high school that has gone from one of its worst to one of its best—to see what was behind the city’s turnaround...

The opportunities and risks of K-12 student placement algorithms

How students are assigned to schools is changing, especially in urban areas. After decades of using students’ home addresses to determine school assignments, many U.S. cities are now turning to placement algorithms—alongside school choice policies—to determine which students can attend which particular schools. These algorithms, built on the Nobel Prize-winning theory of market design, elicit families’ ranked preferences for schools and use those preferences, along with schools’ priorities, to match students and schools.

English Learners in CPS

CPS is serving an increasing population of English Learners (EL), almost 20 percent as of the fall of 2018. Publicly reported statistics on academic achievement show that EL students are lagging behind their peers. The UChicago Consortium is focusing on an in-depth examination of the performance of EL students from pre-k through the elementary grades. 

Algebra in Eighth Grade

Policymakers have called for broadening access to Algebra in eighth grade. In partnership with AIR, the UChicago Consortium is examining whether longer-term course taking and achievement outcomes associated with taking eighth-grade Algebra differ for average and lower-performing students, who may be less prepared than their more advanced peers to take Algebra in eighth grade.

Computer Science Learning in Chicago

Many districts, including Chicago, are expanding their efforts to increase Computer Science (CS) education. In this study, we answer questions by taking a longitudinal look at CPS’s efforts to make introductory CS education universal at the high school level, examining student enrollment and performance in CS, as well as the influence of CS course-taking on student outcomes.

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