Wilma Milagros David knows that her bilingual students at Sandoval Elementary in Gage Park are working hard. As principal she sees them at school, improving in math or focusing on work even when they may be tired or have trouble at home. 

But the progress David sees her students make hasn’t always shown up in the research about bilingual students...

The University of Chicago’s Consortium of School Research recently published a report that shows English Learners who start in Chicago Public Schools (CPS) in Kindergarten progress to eighth grade with similar or better academic achievement than their peers who are proficient in English.

Freshmen students at Madison high schools won’t receive any grade lower than 40 percent in some of their classes as part of a new grading system meant to improve students' GPA.

The practice diverts from the norm in most classes, where students are graded on a 100-point scale and anything lower than 60 is failing. But that system makes it more difficult for students to move from a failing grade to a passing grade, said Karen Boran, principal at Madison West High School...

Many students learning English when they arrive at Chicago Public Schools go on to not only match their peers, but surpass them academically, according to a new long-term study released Tuesday that flies in the face of previous research that showed the group far behind.

The study by the University of Chicago Consortium on School Research followed the progress of 18,000 such CPS students — referred to as English learners (ELs) — from kindergarten through eighth grade...

Ten years ago, states across the country began to embrace a new set of tougher learning standards in public schools. This new model, called Common Core, was meant to transform how students are taught and what they learn. The goal was to raise the bar and level the playing field for schools across the country.

Today, Common Core is well-established across classrooms in Illinois — and many teachers say it has indeed transformed the way they teach and given students the critical thinking skills they need for the modern world...

The Illinois campus welcomed Dr. Camille A. Farrington in November as a keynote speaker of the two-day seminar "Creating Social Impact: Enhancing Skills for Educators and School-Based Community Service Personnel."

The event was jointly sponsored by the School of Social Work, the Bureau of Educational Research in the College of Education, the Interdisciplinary Health Sciences Institute, and the Center for Prevention Research and Development...

The UChicago Consortium and the To&Through Project's annual analysis of CPS students' progress on key attainment milestones gives Chicago's education stakeholders a high-level view of how the district performed on these milestones in 2018, compared to rates from the past decade.