Paulina Torres-Orejuela is a Research Analyst at the UChicago Consortium. In this position, she works on the To&Through Project, which provides data and resources to educators, communities, and policymakers to increase the percentage of CPS students who move to and through high school and college.

As Survey Coordinator at the UChicago Consortium, Alicia develops content for the 5Essentials and Early Education Essentials surveys. She is interested in describing the ways that school environments affect students’ learning and outcomes, and using survey data to provide insights for school leaders and stakeholders. Alicia has had a wide range of experiences working with and analyzing data.

At its first meeting last month after a changing of the guard, the Chicago Board of Education approved changes to the School Quality Ratings Policy (SQRP), the district’s accountability system. In place since 2014, the SQRP rates district and charter schools on a five-point scale (“1+” is the highest and “3” is the lowest) using a weighted system that considers a range of academic and non-academic factors. Notable among the changes is the addition of a “3–8 On-Track” measure for elementary schools—which are K–8 in Chicago—based on grade point average (GPA) and attendance.

David is a Senior Research Analyst at the UChicago Consortium on the Exposure to Community Violence team. Before joining the Consortium, David's experiences include working in applied research settings as well as teaching sociology courses and mentoring budding social researchers. His dissertation examined the role of cultural organizations on the educational pathways of first-generation Latina/o college students at predominantly white universities.

Starting in September, Chicago elementary schools will be graded under new rules, ones that measure whether elementary students are primed for high school success.

The “3-8 On-Track” metric was approved last month by the new school board along with other revisions to how the district rates its schools, despite concerns about the speed of the shift and questions about its logic...

Sitting in the breezeway of Lincoln High School in Tacoma, I asked outgoing senior Celina Le about her advice for next year’s incoming ninth grade students. She shared her thoughts without hesitation: “You’re only a freshman once. Make it count. Freshman year is the foundation of your next four years.”

Guiding students through the bold colors and statements of graffiti art. Teaching them how to blend their voices in song. Arts experiences like these can open students to new ways of thinking. But they can also offer teachers powerful opportunities to develop students’ social and emotional skills.

The sigh of relief that ricocheted through Chicago Public Schools (CPS) last month was audible beyond district boundaries. New Mayor Lori Lightfoot announced she would retain CEO Janice Jackson, whose 18-month tenure had earned her widespread support. Her December 2017 appointment came on the heels of years of brutal battles over school closures, sex abuse allegations, and bitter budgetary and teacher contract disputes.

Arts education affects students' social-emotional development—for good or ill, concludes a new report by the Consortium for Chicago School Research and the nonprofit Ingenuity.

The groups analyzed 60 years of research on arts education and conducted interviews with Chicago students, parents, and arts educators...

“Social-emotional learning is not frou-frou, it matters.” This impassioned statement from Desmond Blackburn, and many others like it from his colleagues, impressed upon their audience the importance of supporting social and emotional learning (SEL) in our schools. Mr. Blackburn, the Chief Executive Officer of New Teacher Center (NTC) was a panelist, along with Dr. Elaine Allensworth the Director of the University of Chicago Consortium on School Research (hereafter the Consortium) and LaTanya McDade the Chief Education Officer of Chicago Public Schools (CPS), at the Forefront and W.