Too many freshmen show up to high school unprepared

After spending four weeks of his summer at Freshman Connection, a support program for Chicago ninth graders, Jacob says he’s ready to start high school at Roberto Clemente Community Academy.

Acquiring that drive and energy is especially important for students like Jacob — at 15 and having failed eighth grade, he can’t go back to elementary school. Now he’s got to make it through high school...

Leadership Pipeline

This is a multi-method study of the school leadership pipeline in Chicago Public Schools and the State of Tennessee. The study examines how leaders are identified and recruited; critical pre-service experiences; preparation and development; and aspects of the hiring process. The researchers study expect to identify processes that lead to stronger school leadership and improved student outcomes.

Pre-K Enrollment

This study explores the relationship between access to Pre-K enrollment sites, actual enrollment in Pre-K, and later academic outcomes. It describes Pre-K enrollment by student and neighborhood characteristics in great detail. Finally, it explores whether changes in CPS enrollment policies have helped achieve the goal of providing Pre-K opportunities to more students who are most likely to benefit from them.

Exposure to Community Violence

The UChicago Consortium is conducting a multi-year, mixed methods research project exploring the work of educators and schools serving students who live in Chicago communities experiencing high levels of violent crime.  The project combines administrative data from the Chicago Public Schools (CPS), publicly available crime data from the Chicago Police Department (CPD), student and teacher survey data from CPS elementary and high schools, and qualitative data from a selected sample of six CPS high schools in order to explore and understand the challenges and highlight the successes of educat

High School GPAs and ACT Scores as Predictors of College Completion

A working paper is a work in progress intended to contribute to current conversations in research, policy, and practice in a timely manner. The findings, interpretations, and conclusions expressed herein are preliminary thoughts solely of the author(s) and shared with permission of the author(s). These preliminary findings, interpretations, and conclusions may change upon further interrogation and collaboration with UChicago Consortium colleagues and other stakeholders in our work.

Jessica Thompson

Jessica Thompson is a Project Manager for the Equitable Learning and Development Project (ELDP), a three-year collaborative project between the UChicago Consortium, CASEL, and the National Equity Project. As the ELDP Project Manager, Jessica works to strengthen the work and impact of the ELDP’s equity-based investigation of the tools and policies needed to create more equitable learning environments for students.

Laura Davis

Laura Davis is a Senior Research Analyst at the UChicago Consortium. As part of a larger study of organizational factors that influence school improvement across contexts, her current work investigates the ways teachers, administrators, and district leaders conceptualize and make use of data related to school climate. Laura’s research centers broadly on the production of inequality in education, targeting intersections between teacher practice and the schooling experiences of students from marginalized and historically underserved communities.

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