Teacher Self-Reflection
Each learning condition is accompanied by a self-reflection tool designed to help teachers approach this work with an open, improvement-focused orientation.
Teacher Self-Reflections include questions that:
Observation Checklist
Each Observation Checklist offers a set of questions that a colleague might consider while sitting in on a class; including:
- 3-5 questions aligned with each learning condition principle
- 1-3 questions for the observer to ask students
Who are these resources for?
Participatory Data Analysis Protocol
Cultivate data can be used to elevate student voice and develop meaningful adult-student partnerships that inform school improvement.
Participatory Data Analysis Protocols include:
- Guidance for engaging students in Cultivate data analysis and improvement planning
- Additional questions to consider asking students
- Links to additional planning resources
Who are these resources for?
Learning Condition Guides
Each Learning Condition Guide:
- Outlines the core principles of the learning condition
- Shares key research
- Provides practice ideas and scripted activities
- Suggests reflection questions Links to additional resources
Who are these resources for?
Why are Chicago high schoolers missing so much school?
Morning after morning in her junior year, Carmelia McKeehan thought about making the short walk to Farragut High School on Chicago’s Southwest Side, only to retreat to her bedroom, twiddling away hours on YouTube still in her pajamas.
She didn’t realize just how many days she was absent last school year — until a worried school counselor printed out her attendance record to share with her mother...
Using the Freshman On-Track Indicator to Improve High Schools in Chicago
"Using the Freshman On-Track Indicator to Improve High Schools in Chicago" is Chapter 5 of Measuring to Improve: Practical Measurement to Support Continuous Improvement in Education (Continuous Improvement in Education Series) edited by Paul G. LeMahieu, Paul Cobb, and Anthony S. Bryk. The full book is available from Harvard Education Press.
Disparate Teacher Effects, Comparative Advantage, and Match Quality
Does student–teacher match quality exist? While prior research documents disparities in teachers’ impacts across student types, it has not distinguished between sorting and causal effects as the drivers of these disparities. I develop a flexible disparate value-added model (DVA) and introduce a novel measure of teacher quality—revealed comparative advantage (CA)—that captures the degree to which teachers affect student outcome gaps.
2025 5Essentials Surveys
New 5Essentials Survey benchmarks: Illinois and Chicago Public Schools (CPS)
In spring 2025, benchmarks were updated for 5Essentials Survey scores and ratings in Illinois and CPS.
Survey benchmarks…
The next decade in education demands bold action
Members of the Maasai tribe of Kenya traditionally greet each other with “Kasserian Ingera,” which translates to “And how are the children?” The customary response, “Sepati Ingera,” means “The children are well!” This exchange reflects a deeply held belief that children’s well-being is the best indicator of their society’s future health and prosperity.
By this measure, America is struggling...