Jared is currently a Research Scientist at the USC Price School of Public Policy and an affiliated researcher with the UChicago Consortium on School Research and the Los Angeles Education Research Institute. 

His research examines whether and how neighborhoods and schools mediate the intergenerational transmission of skills, health, and status. He draws on literature from urban sociology, inequality/stratification, sociology of education, and social policy, and use his hometown of LA as a theoretically strategic case. 

Everyone knows standardized tests paint an incomplete picture of schools’ impacts on students. Yet coming up with thoughtful alternatives to tests is easier said than done. 

After all, any truly informative indicator of school quality must satisfy at least five criteria...

Kimani Vines wanted to carry on her family’s legacy of joining the military. The Englewood STEM High School sophomore is enrolled in her school’s ROTC program and even poses like a cadet for photos – shoulders back, head up, hands clasped. 

But after touring colorful booths last month at Chicago Public Schools’ college and career fair for students with disabilities, Kimani grew unsure about her plan. What if, for example, she studied animation before joining the Navy?

llinois lawmakers are proposing a change to state law that would no longer require school districts to use students’ test scores in teacher evaluations. 

Senate Bill 28, if approved, would roll back changes made 15 years ago that were aimed at improving teacher evaluation systems amid a push by the federal government under the Obama administration to link teacher quality to students’ success in the classroom...

Chicago Public Schools launched new school profiles on its website — a milestone in the district’s five-year push to change how it portrays the quality of its campuses. 

Key Findings

• The Cultivate Survey reliably captures the learning conditions it was designed to measure for all students. There is no evidence of bias in how the survey functions across student groups. 
• Within an academic year, improving students’ experiences of their learning conditions from fall to spring predicts substantial and positive changes in how valued students feel.

Since 2019, the University of Chicago Consortium on School Research (UChicago Consortium) has been conducting research on the educational experiences and outcomes of the English learner (EL) population in Chicago Public Schools (CPS). This body of work, led by Marisa de la Torre, managing director and senior research associate at the UChicago Consortium, spans from pre-K into early elementary and middle grades, through high school, and into higher education.

In June of 2023, the Wisconsin Legislature passed Act 12 requiring that Milwaukee Public Schools (MPS) place 25 school resource officers (SRO) in its schools by the fall of 2023. That didn’t happen. 

This project will identify student, school, family, and neighborhood factors associated with absenteeism in grades 6-12 in the Chicago Public Schools, clarifying the role of in-school vs. out-of-school factors, and the influence of school policies and practices.

Post-pandemic, the alarming headline of K-12 education is that for too many families, school has become irrelevant and even optional. Absenteeism climbs and learning gaps persist. A key factor in this crisis is that when schools reopened, pre-2020 approaches were dusted off and retrofitted to our new landscape. 

But reality has been forever altered: both for students, who don’t see school as particularly relevant to their current lives or future goals, and for teachers, who are experiencing increased burnout, a more acute pay penalty, and limited resources and support...