Kavitya is a student Research Analyst who is currently studying Chicago Public Schools students’ experiences with early college programs. He is also a third-year student at the University of Chicago majoring in economics with a specialization in data science and minoring in Italian. In his free time, he enjoys cooking, cycling, and exploring the bakeries of Chicago.
- The Freshman OnTrack initiative reframed the problem of school dropout from an outcome that is outside the control of educators to one that can be managed through effective school-based strategies.
- Ninth grade is a pivotal year that provides a unique intervention point to prevent school dropout.
- The Freshman OnTrack initiative in Chicago provides an important case study of the potential use of data to build the capacity of high school educators to manage complex problems and create systems of continuous improvement.
Factors Associated with Stronger Outcomes for English Learners
It is back-to-school season, and millions of students across the country are returning to classrooms to embark on a new academic year. While some children braved in-person learning armed with masks and social distancing this past school year, others haven’t been in a physical classroom in well over a year.
What happens when a school district improves and hardly anyone notices?
I ask because for the past couple of decades, Chicago Public Schools (CPS) has improved. A lot. And yet, that probably comes as news, even to many who pay attention to education...
When the New York Times in a student opinion piece asked “How do you think American education could be improved?”, Skye Williams from Sarasota, Florida wrote, ”I think that the American education system can be improved by allowing students to choose the classes that they wish to take or classes that are beneficial for their future.
- Principals who just exceeded the threshold for a merit award are over twice as likely to exit their school the year after winning compared to principals who fell just short of the award threshold, consistent with the notion that the labor market views the award as a signal of principal effectiveness.
- Difference-in-differences estimates show that the award program incentives increased achievement.
- The findings highlight the importance of program modifications that reduce the loss of more effective school leaders.