Chicago Public Schools (CPS) students who began kindergarten as English learners (ELs), on average, progressed to eighth grade with academic achievement similar to or better than their peers who began kindergarten proficient in English, finds a new study by the University of Chicago Consortium on School Research.

In a new study, researchers examined the accuracy and consistency of grades and test scores in measuring a high school student’s academic readiness for the college.

The study, coauthored by the University of Chicago’s Elaine Allensworth, found that students with the same GPA or ACT score can complete college at significantly different rates, depending on the high school they attended...

For many years, most of the problems of American public education have been described in terms of “achievement gaps.” This framing, and the education policy approaches that build from it, have much to recommend them. The framing begins from the incontrovertible premise that students from historically underserved demographic groups often have limited access to high-quality educational opportunities. This core, systemic inequity drives gaps in student achievement between students from these groups and privileged students.

Millions of high school graduates across the country began college last fall. Since nearly three-quarters of CPS graduates now enroll in a two- or four-year college, it’s likely that you know a few of them. It’s also likely that many won’t finish college.

For many years, most of the problems of American public education have been described in terms of “achievement gaps.” This framing, and the education policy approaches that build from it, have much to recommend them. The framing begins from the incontrovertible premise that students from historically underserved demographic groups often have limited access to high-quality educational opportunities. This core, systemic inequity drives gaps in student achievement between students from these groups and privileged students.

Courtney: We are so excited to talk with you here at the Aurora Institute. So, would you share for our listeners a little bit about who you are and what you do, and what brings you to the Aurora Institute this here?

Arya Muralidharan is a third-year undergraduate student majoring in computational and applied mathematics at the University of Chicago. She is currently working at the UChicago Consortium as a Research Assistant. Previously, she worked as a Research and Data Analysis intern for the Texas-based non-profit CHILDREN AT RISK, focusing on public and early childhood education. She also tutored elementary and high school students in Chicago through Maroon Tutor Match.