Iris is a Research Assistant at the UChicago Consortium, working on the Pathways and Cultivate Revalidation projects. In this role, she primarily provides data support for quantitative research conducted by the Consortium. She is passionate about exploring how data supports decision-making, particularly at the intersection of data science, statistics, and financial risk management.
Bethany Elston is a doctoral candidate at The University of Chicago Crown Family School of Social Work, Policy, and Practice, and an IES Pre-doctoral Fellow. She is a Research Assistant for the Teach Chicago project at the Consortium. Prior to her PhD program, Bethany worked with education researchers at Northwestern University and the DREME network researching district organizational learning, and continuity and alignment in PreK-3 math instruction.
Ryan Durbin is the Data Liaison for the University of Chicago Consortium on School Research. He is primarily embedded in the Chicago Public Schools central office to facilitate collaboration between CPS and University of Chicago research institutions. Ryan supports technical cross-organizational communications and coordinates data extractions and transfers between Chicago Public Schools and University of Chicago research organizations, including the Inclusive Economy Lab, UChicago Consortium, Education Lab, and the UChicago To&Through Project.
Jiara Luna is an undergrad Research Assistant at the UChicago Consortium on School Research as a Lewis-Sebring fellow. In this role, she helps the Senior Researchers with their project on the learning environment of Chicago Public Schools within the Learning and Development Group. Before working with the Consortium, Jiara started nannying with her mother. She later began working at another non-profit organization called Jubilee Park and Community center in Southeast Dallas as a summer school counselor and student nutrition researcher.
Our Learning & Development Group May 2026 newsletter featured updates from four years of daily student experiences collaboration in Chicago.
Learning & Development Group Director Shanette Porter shares what we’ve learned and where we’re going, including:
Research shows that students’ experiences of classroom learning conditions predict students’ beliefs about themselves as learners, which then predict their students’ learning & well-being.
Educators can use student feedback to create strong learning environments that benefit students.
Las investigaciones muestran que las experiencias de los estudiantes con las condiciones de aprendizaje en sus salones, predice las creencias de los estudiantes sobre ellos mismos como aprendices, lo cual predice el aprendizaje y bienestar de los estudiantes.
Los educadores pueden utilizar la retroalimentación de los estudiantes para crear entornos de aprendizaje más fuertes que beneficien a todos los alumnos.
This playbook is packed with research, tips, and tools for parents, caregivers, and parent leaders, including Local School Council (LSC) members: