Catalyze Survey Validation

This Learning & Development Group pilot study is a validation of the Catalyze Survey, which measures the school conditions that support educators to engage in equitable and supportive practice, such as Collective Vision, Inclusive Leadership, Effective Systems, and Trust Community. The study assesses the survey's predictive validity for teacher practices and retention.

Centering Student Experience

In service of systems transformation toward equity at scale, the Learning & Development Group is partnering with district and school support organization partners to advance research and practice on fostering educational environments that 1) center student experience, 2) elevate student voice, and 3) engage students as co-constructors of their learning environments.

Education Lab

COVID-19 created a once-a-century public health crisis that, in turn, created a once-a-century public education crisis. A total of 50 million students nationwide lost the learning equivalent of a half a year of school. The learning losses were even larger—sometimes much larger—among the nation’s most socially and economically disadvantaged children, particularly in low-income communities of color. 

Balancing books and beyond for college admissions success

In today’s competitive college admissions landscape, gaining an acceptance to a top-tier college requires more than stellar grades and impressive extracurriculars. It's about the delicate balance between academics, extracurricular activities, and personal development. At the heart of this balancing act lies executive function — the cognitive processes that allow students to plan, focus attention, remember instructions, and juggle multiple tasks successfully...

Meril Antony

Meril is a Senior Research Analyst at the UChicago Consortium. Previously, she served as the Robert Curvin Postdoctoral Associate at the Joseph C. Cornwall Center for Metropolitan Studies, Rutgers University-Newark, where she contributed to freshman on-track projects as part of a research practice partnership with Newark Public Schools. Her research focuses on school organizations, with interests in exploring teacher mindsets, enhancing parent-school relationships, and utilizing use of research evidence to improve student outcomes.

Brenda Macias

Brenda Macias (she/her) is a Research Analyst II with the UChicago Consortium and To&Through Project. In this role, she supports data and analytics projects and manages data tools. Having attended CPS schools from pre-K through twelfth grade, Brenda has seen firsthand the impact of a strong school community. This experience drives her dedication to creating accessible data tools and analyses for youth, parents, educators, and community members. She aims to empower them to make informed decisions that best support their schools.

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