Jon Brooks

Jon is a third-year public policy major at the University of Chicago. Before joining the UChicago Consortium as a general Research Assistant, he worked as an intern for the CPS Office of Equity where he aided in the project management of new district initiatives and analyzed and visualized data to inform various equity endeavors.

How best to assess COVID-19 learning loss?

Concerned that the state’s existing standardized test won’t adequately capture pandemic losses and eager to streamline the number of tests that students take, Illinois wants to sign a new contract for a state test before the previous assessment contract is up.

Now a vote to make that change has been delayed, putting the state school board’s plans on pause and raising questions about how to catch pandemic-related learning loss...

A Path to Equity

Key Findings

  • For most student groups, the pre-k policy changes were related to more favorable early elementary math test scores and academic grades.
  • For Black students and students in the lowest-income group, the pre-k policy changes were also associated with higher reading test scores in second grade.
  • Across all student groups, improved second grade outcomes were rel

A maze, not a path

In her second semester at a predominantly white institution, Robyn Smith decided to transfer to a historically Black school.

A tuition increase prompted Arthur Wells to switch from a four-year university to a two-year college...

CPS graduates during the pandemic

How has COVID-19 affected college enrollment, and what makes a student successful on the path to a degree?

Two recently published reports by the University of Chicago Consortium on School Research and the To&Through Project get at these questions, providing insights researchers hope can improve college outcomes, particularly among Chicago Public Schools alumni...

5/22/21

Host Karin Sconzert welcomes Dr. Elaine Allensworth, the Lewis-Sebring Director of the University of Chicago Consortium on Chicago School Research to discuss the limitations of ACT scores in predicting college completion...

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