The final, definitive version of this article has been published in the Teachers College Record, 121(090303), September 2019 by Teachers College Record. All rights reserved. © 2019
In an effort to keep students who fail early in their high school careers from falling completely out of school, ninth-grade teachers at Madison’s West High School are planning to give classroom grades of no lower than 40%, eliminate extra credit and allow up to 90% credit for late work in required classes.
First, the good news: Students at once-mired Chicago Public Schools are graduating and heading to college at a record clip. After a decade of steady gains, research shows the results for CPS are now in line with peer school districts around the country and within arm's length of national averages.
The same isn't true once the students reach college. Far too few make it through to graduation...
Chicago has rightly received praise for its nation-leading gains. Students in Chicago Public Schools grew academically at a faster rate than 96 percent of districts nationwide in recent years. High school graduation rates are higher than they've ever been. And more CPS graduates enroll in college and earn a sheepskin than ever before—all of this anchored by a strong district leader.
That's worth celebrating. But there's worrisome news to tamp the confetti...
CHAMPAIGN, Ill. — Camille A. Farrington, an expert on academic equity and mindsets, will speak at a seminar on the University of Illinois campus. “Creating Social Impact: Enhancing Skills for Educators and School-Based Community Service Personnel” will be Nov. 14-15 at the School of Social Work, 1010 W. Nevada St., Urbana.
Do Classroom Environments Matter for Noncognitive Aspects of Student Performance and Students' Course Grades?
An interdisciplinary team of University of Chicago Consortium on School Research (UChicago Consortium) researchers designed the Becoming Effective Learners Student Survey (BEL-S) to illuminate relationships among important student, classroom/instructional, and academic outcome variables.
BENTON HARBOR — Poverty and race and the impact they have on education will be explored in November when Lake Michigan College puts on a play about a fictional Chicago high school that is facing closure at the end of the school year.
“Exit Strategy,” written by Chicago playwright Ike Holter, was first performed in May 2014 at Jackalope Theater in Chicago – a year after the Chicago School Board voted to close 49 elementary schools and one high school...
The AWG’s series of framework briefs is designed to help practitioners better understand and grapple with the challenges and opportunities multiple SEL frameworks can present. This is the third in an introductory series of three briefs, designed to answer the research questions. All the briefs are intended to support systems, schools, and community organizations as well as individual practitioners’ working to advance their SEL efforts and improve youth’s intra- and inter-personal social and emotional competencies.
Chicago Public Schools (CPS) students who began kindergarten as ELs, on average, progressed to eighth grade with academic achievement similar to or better than their peers who began kindergarten proficient in English. Nearly 80 percent of CPS ELs achieved English proficiency by eighth grade, with the majority (76 percent) becoming proficient by fifth grade.
- Publicly-reported statistics often appear as though ELs are behind non-ELs.