School Structure and Organization
Understanding schools as organizations illuminates the mechanisms and high-impact levers that drive school improvement. The Consortium's seminal research found that strength on five essential organizational supports were highly correlated with whether schools continued improving student learning. UEI's work also explores the impact of school closings and turnarounds, school disciplinary policies, and the charter model, while many of UEI's resources are designed to help schools build their organizational capacity to take on the day-to-day challenges of schooling.
Understanding schools as organizations illuminates the mechanisms and high-impact levers that drive school improvement.
Consortium report finds racial disparities in suspension rates driven by schools with concentrated disadvantage. Students’ risk of suspension is more strongly determined by which school they attend than by their backgrounds—including their race, gender or income. Following an earlier UChicago Consortium report that found Chicago has been experiencing an overall decline in suspension rates since 2009, Suspending Chicago’s Students: Differences in Discipline across Schools examines reasons for racial and gender disparities in suspension rates and finds that suspensions are concentrated among schools serving the most vulnerable student populations.
- Past research found that schools strong in three or more of the "5Essential" organizational supports—effective leaders, collaborative teachers, involved families, supportive environment, and ambitious instruction—were ten times more likely to improve student learning than schools weak in three or more of the essentials »
- Suspension rates in Chicago Public Schools have declined markedly but still remain very high, particularly among the system’s most vulnerable students. In the 2013-14 school year, 16 percent of all CPS high school students—and 33 percent of African American boys—received an out of school suspension »
Latest from UEI on School Structure & Organization
The Politics of LA Unified's Graduation Rate
Elaine Allensworth is quoted throughout this piece regarding credit recovery and student attendance.
How did Chronic Absenteeism Become A Thing?
Consortium research is referenced in this piece on chronic absenteeism.
Adopting School Climate Surveys under ESSA: A Model from Chicago
Consortium leaders discuss how Chicago implemented school climate surveys: a model that can guide other schools under ESSA.
How the Organization of Schools and Local Communities Shape Educational Improvement
Teaching and learning are social enterprises which are embedded within school and community contexts. Despite this, school reform efforts often narrowly focus on instruction, curriculum, and pedagogy, on the assumption that strength in these areas will lead to school improvement, not recognizing tha
Schools Can Get Better. They Can Also Get Worse
The Consortium is cited in response to the fact that Chicago Public Schools have made impressive progress over the past decade; however, work remains to be done.
Getting Ready for the Common Core State Standards: Experiences of CPS Teachers and Administrators Pr...
If you would like to order multiple copies of this report, please visit Amazon for pricing information. As schools across the country begin implementing the Common Core State Standards (CCSS), this study shows that teachers in Chicago Public Schools (CPS) with high levels of organizational capa
Keep it Simple, Schools
Orrin Murray, director of technology for UChicago Impact, discusses the importance of basic data infrastructure in schools.
The Network for College Success: A Capacity-Building Model for School Improvement
This paper captures the model and history of the Network for College Success (NCS), and situates NCS’s work within current research. It uses Freshman On Track as an example of how NCS’s model builds school-level capacity for improvement. Located at the University of Chicago School o
The Role of Selective High Schools in Equalizing Educational Outcomes: Heterogeneous Effects by Neig...
Executive summary of this study This flyer for parents summarizes findings from this paper and The Educational Benefits of Attending Higher Performing Schools: Evidence From Chicago High Schools While much attention has been paid to racial achievement gaps, the test score gaps betw
Rethinking School Discipline
Consortium research is cited in this piece exploring alternative discipline policies for students in lieu of suspensions.
We've Got to Look at More than Just Test Scores When We Rate Schools
Sara Ray Stoelinga explores ways we can incorporate non-academic factors into school ratings.
The Educational Benefits of Attending Higher Performing Schools: Evidence From Chicago High Schools
Link to article: Here This flyer for parents summarizes findings from this paper and The Role of Selective High Schools in Equalizing Educational Outcomes: Heterogeneous Effects by Neighborhood Socioeconomic Status Policymakers are implementing reforms with
Op-Ed: UEI director discusses the need to move beyond test scores in measuring school quality
This op-ed by UEI Director Sara Ray Stoelinga originally appeared in Education Post » There is a window to reframe accountability as states can now think in new and flexible ways. The passage of the Every Student Succeeds Act (ESSA) has opened new conversations
UEI leaders illuminate how researchers and practitioners are tackling absenteeism in Chicago
Incisive research from the University of Chicago Urban Education Institute on the prevalence and consequences of absenteeism in Chicago schools has highlighted the dramatic effects of even moderate amounts of absences on grades, graduation rates, and student success in college. These insights spurre
Tackling Absenteeism in Chicago
Read the article online (Login Required) Incisive research from the University of Chicago Urban Education Institute on the prevalence and consequences of absenteeism in Chicago schools has highlighted the dramatic effects of even moderate amounts of absences on grades, graduation rat
The School that Art Saved
Consortium Deputy Director Jenny Nagaokea is quoted in this piece that explores how a Bridgeport, CT school is using the arts to foster school improvement.
Making a Success of "Algebra for All": The Impact of Extended Instructional Time and Class...
Link to article: Here In 2003, Chicago launched “Double-Dose Algebra,” requiring students with pretest scores below the national median to take two periods of math–algebra and supplemental coursework. In many schools, assignment to Double Dose changed the peer composition of the a
Will Social Science Spur a New Generation of School Improvements?
The Consortium's research is cited on this piece that explores how research and social science can lead to school improvement.
Essential Organizational Supports for Early Education: The Development of a New Survey Tool to Measu...
Decades of research evidence indicate that high-quality early education can positively affect the learning trajectories of disadvantaged young children. However, despite significant investments to improve what happens in the classroom, publicly funded pre-kindergarten programs continue to display in
Twin Cities Schools Target 9th Grade to Boost Graduation Rates
Minneapolis and St. Paul Schools will be using on-track data based on the Consortium's research in the 2017-2018 school year in effort to boost graduation rates. The Consortium's Dave Johnson is quoted throughout.