Key Findings

• CPS graduates from the class of 2020 were about as likely to enroll in a four-year college as previous cohorts: 41.8 percent in 2019 vs. 40.8 percent in 2020.
• CPS graduates from the class of 2019 were slightly more likely than previous cohorts to remain in four-year colleges between spring and fall 2020: 81.5 percent in 2019 vs. 84.1 percent in 2020.
• CPS graduates from the class of 2020 were less likely to enroll in a two-year college: 20.0 percent in 2019 vs.

The divide among education researchers over how COVID-19 is impacting students isn’t just a matter of whether they see the glass as half-filled or half emptied. It’s whether the glass is still in one piece or been slammed against the wall and shattered.

We are beyond thrilled to announce that UCW High School senior Moses Corona was accepted to Johns Hopkins University’s Class of 2025! Moses is among the fewer than 5% of students who were accepted to Johns Hopkins through the regular decision application round.

Over the next five years, the UChicago Consortium has chosen to pursue an agenda that centers equity and student experience at its core.

Elaine Allensworth discusses how high school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores are seen as comparable...

For students and colleges alike, the changes wrought by the COVID-19 pandemic have affected virtually every facet of the educational process. It’s tougher to teach. It’s certainly tougher to learn. Many campuses have sat largely empty. And the idea of extracurricular activity has, for all intents, dried up.

As part of Bellwether’s new series of briefs, From Pandemic to Progress, Allison Crean Davis makes the case to establish a national Institute for Education Improvement (an IEI), stating the need for continuous improvement across the American education system. Davis says, “If the U.S. education sector is to dramatically improve outcomes for students, it needs large-scale, consistent, and sustained organizational support for continuous improvement.”

David Paunesku is the Executive Director of PERTS, a center he co-founded at Stanford University. PERTS helps educators apply insights from the psychological sciences to improve students’ educational experiences and outcomes. He coauthored “A Brief Intervention to Encourage Empathic Discipline Cuts Suspension Rates in Half Among Adolescents” (Proceedings of the National Academy of Sciences).