Students and Learning
Student learning is the heart of education—understanding what really works and why is essential to fostering and sustaining success. UEI's work addresses questions like what approaches can dramatically improve early literacy, how attendance is critically linked to academic outcomes, and the ways in which different policy decisions have affected student outcomes over time.
Student learning is the heart of education—understanding what really works and why is essential to fostering and sustaining success.
Op-Ed: "What's in a Terrible Name?" 'Non-cognitive' skills are crucial—and they need a much better name: As evidence supporting the importance of non-cognitive skills continues to mount, UEI's Lucinda Fickel addresses the profusion of terms and persistent confusion that surround the buzzword topic of modern schooling.
- Research shows that students learn the most in classrooms that are both very orderly and challenging »
- Both high- and low-achieving students struggle when they enter high school. Grades decline because students’ attendance and study habits plummet across the transition to high school—not because the work is harder. Adult monitoring and support can prevent this decline »
- Despite progress, the vast majority of CPS students have academic achievement levels that are far below where they need to be to graduate ready for college »
Latest from UEI on Students & Learning
Woodlawn Campus Student Finds Her Voice, Impacts School and Community
Jerlan Payne speaks with a soft, unassuming confidence that immediately impresses her listeners and captivates her audience. One would not be surprised, then, to learn that this inspiring University of Chicago Charter School Woodlawn Campus sophomore can already list performing with renowned cellist
Charting Reform: Chicago Teachers Take Stock
After five years of school reform, 8,800 Chicago teachers offer their opinions on the progress of reform in their schools. Teachers' survey responses are related to three of the five essential supports for student learning: school leadership, parent involvement, and professional community. The c
Academic Productivity of Chicago Public Elementary Schools
Technical Report This study sought an accurate and defensible way to chart student improvement in the Chicago Public Schools. The technical report explains why the current statistic used to measure year-to-year student achievement, "percentage of students at or above national norms," i
Social Support, Academic Press, and Student Achievement: A View from the Middle Grades in Chicago
This report from the Chicago Annenberg Research Project focuses on the relationships of student social support and school academic press to gains in student achievement. Analyses of citywide survey data and achievement test scores of sixth and eighth grade students in Chicago reveal that students le
Student Performance: Course Taking, Test Scores, and Outcomes
Between 1993 and 2000, high school eligible students in the Chicago's Public Schools improved on a number of measures. These trends exist even though we include in our analyses the students who dropped out of school between eighth and ninth grade, or were sent to Academic Preparatory Centers (AP
Declining High School Enrollment: An Exploration of Causes
The authors document the decline in high school enrollment from 1993 to 2000 and examine why it occurred. Analysis shows that the introduction of the promotion gate policy to CPS elementary schools in the 1995-96 school year had a profound effect on high school enrollment. As lower achieving eighth-
Changing Special Education Enrollments: Causes and Distribution Among Schools
This report examines in detail the upward trend of special education enrollment in the high schools. The enrollment of students with disabilities in the ninth grade increased substantially between 1993 and 2000. During this period, a larger percentage of elementary students were identified as having
Educational Technology: Its Availability and Use in Chicago's Public Schools
With expectations for technology use and its potential costs continuing to rise, the Consortium on Chicago School Research sought to provide baseline information on educational technology—the use of computers and the Internet for instructional purposes—in Chicago public schools. We addre
How Do They Compare? ITBS and ISAT Reading and Mathematics in the Chicago Public Schools, 1999 to 20...
For several decades, the Iowa Tests of Basic Skills (ITBS) held a preeminent role in measuring student and school performance in the Chicago Public Schools (CPS). This role became even stronger in the late 1990s as schools were held accountable for their ITBS scores by being placed on or off probati
Research Agenda 2004–2008
This agenda highlights the Consortium’s priorities for Chicago school research during the 2004 to 2008 period, including both the continuation of current research and new explorations. This proposed research intends to assist CPS leadership, local schools, and the education reform community wi
Understanding the Prairie State Achievement Exam: A Descriptive Report with Analysis of Student Perf...
This report, which will serve as a foundation for the Consortium's future studies of the Prairie State Achievement Exam (PSAE), presents key issues related to the exam. The report's author discusses basic facts about the PSAE, such as its origination, its component tests, the subject areas i
From High School to the Future: A First Look at Chicago Public School Graduates' College Enroll...
Updated information has led to revisions in several figures and recalculated graduation rates at three colleges. Download the October 2006 Update Following CPS graduates from 1998, 1999, 2002 and 2003, this report uses records from Chicago high schools and data from the National Student Cleari
Trends in Access to Computing Technology and Its Use in Chicago Public Schools, 2001-2005
Five years after CCSR research revealed a “digital divide” among Chicago Public Schools and limited computer usage by staff and students, this new study shows that district schools have overcome many of these obstacles, particularly in terms of technology access and use among teachers an
Changing Schools: A Look at Student Mobility Trends in Chicago Public Schools Since 1995
Student mobility has been a long-standing concern to educators and researchers because of the negative impact that changing schools can have on students, teachers, and schools. High levels of student mobility can create a sense of upheaval and constant change at the school level, and schools typical
CCSR: A New Model for the Role of Research in Supporting Urban School Reform
If you would like to order multiple copies of this report, please visit Amazon for pricing information. The Consortium on Chicago School Research at the University of Chicago was founded in 1990, two years after the passage of the Chicago School Reform Act that decentralized governance of the c
College Preparatory Curriculum for All: Consequences of Ninth-Grade CourseTaking in Algebra and Engl...
There is a national movement to universalize the high-school curriculum so that all students graduate prepared for college. Here we evaluate a policy in Chicago that ended remedial classes and mandated college-preparatory coursework for all students. Using an interrupted time-series cohort design wi
The Effects of Tracking with Supports on Instructional Climate and Student Outcomes in High School A...
Tracking has been criticized for impeding the academic progress of low performing students; however, eliminating tracking has also been shown to have negative consequences, particularly for high achieving students. This study examines the consequences of a policy which sorted ninth-grade algebra cla
Passing Through Science: The Effects of Raising Graduation Requirements in Science on Course-Taking ...
If you would like to order multiple copies of this report, please visit Amazon for pricing information. This report finds that a Chicago Public Schools (CPS) policy dramatically increasing science requirements for all students did not help them learn more science and actually may have hurt thei
Are Two Algebra Classes Better Than One? The Effects of Double-Dose Instruction in Chicago
This policy brief explores the effects of requiring students with below-average math skills to take two periods of algebra in a single year. The report, Are Two Algebra Classes Better Than One? The Effects of Double-Dose Instruction in Chicago, found that the policy, when paired with additional supp
College Prep for All? What We've Learned from Chicago's Efforts
As states and districts across the country implement college-preparatory curriculum standards for all students, the report, College Prep for All? What We've Learned from Chicago's Efforts, suggests that these efforts could have the opposite effects of those intended. Specifically, the brief