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...

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...

The metaphors used to talk about students’ journeys through college have changed as the understanding of those journeys, and the post-secondary landscape they take place in, have evolved. A pipeline, a road, a maze: each suggests a trajectory through college of varying directness and characterizes students’ experiences very differently.

If your student needs to retake a course, you have likely heard about “online credit recovery” or “online recovery course” options. The student can watch a series of videos designed to help them pass the course that’s required for high school graduation. A great solution!

…or is it?

For Nicole Spicer at Chicago’s Bronzeville Classical, news that the district’s CEO, Janice Jackson, plans to step down stirred anxious questions: Could the city enlist a leader with the experience, education chops and mettle to replace her? What would it take to draw that kind of leader to the traditionally high-pressure job at an especially high-pressure moment?

This study examines the challenges and innovations in school and family communication that took place during remote learning and COVID-19. By conducting virtual focus groups with caregivers and educators, we explore the key dimensions of communication that facilitate deepened partnership development.

COVID-19 has had a disproportionate public health impact on Black and Brown communities across the United States, creating immediate and long-term challenges for the urban public schools who serve these communities, according to leading UChicago education experts.

In this report, we begin unpacking this question by looking at six years of patterns of college enrollment, non-enrollment, and completion for the approximately 63,000 CPS students who graduated high school between 2010 and 2012.

There were some tough days for Alanna Barber’s kids in remote learning the past year.

Barber’s third-grade son, Sean, lost patience at times. She had to juggle Sean’s classes with her kindergartner’s first year in school. Barber ended up leaving her job as a school cafeteria manager in another district to stay home with her children...