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
How One Struggling Public High School Became Superb
Dave Johnson of the Consortium is quoted in this profile of Senn High School, focusing on IB and the arts, along with strong school leadership for improvement.
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.
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
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
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
Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures
In 2003, Chicago schools required students entering ninth grade with below-average math scores to take two periods of algebra. This led to higher test scores for students with both above- and below-average skills, yet failure rates increased for above-average students. We examine the mechanisms behi
"Double-Dose" Algebra as an Alternative Strategy to Remediation: Effects on Students'...
Link to article: Here Expanded instructional time has become increasingly popular as a strategy to improve the academic outcomes of low-skilled students, particularly in the 9th grade. We evaluate the efficacy of a double-period algebra policy initiated in the Chicago Public Schools in 2003. Th
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
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
The Unintended Consequences of an Algebra-for-All Policy on High-Skill Students: Effects on Instruct...
Link to article: Here In 1997, Chicago implemented a policy that required algebra for all ninth-grade students, eliminating all remedial coursework. This policy increased opportunities to take algebra for low-skill students who had previously enrolled in remedial math. However, little is known abou
Findings from an Investigation into the Culture of Calm Initiative
Since 2010, CPS has focused resources on schools in order to improve school climate—particularly school safety. These resources were used, to a large extent, to hire vendors that provided services to teachers and students in 47 high schools in Chicago. This memo will provide information to CP
YOUmedia Chicago: Reimagining Learning, Literacies, and Libraries: A Snapshot of Year 1
Report authors Penny Bender Sebring and Eric Brown participated in a connected learning webinar about their findings. To view the webinar, click here. This research report documents the first year of implementation of YOUmedia, a youth-centered digital learning initiative at the Chicago P
Case Study: Working Together to Build a Birth-to-College Approach to Public Education
The University of Chicago Urban Education Institute (UEI) and the Ounce of Prevention Fund (the Ounce) embarked on an effort to form a partnership whose vision is to “. . . build a model of public education for children and their families that begins at birth and creates success in school, college
College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for...
There is a national movement to universalize the high school curriculum so that all students graduate prepared for college. The present work evaluates a policy in Chicago that ended remedial classes and mandated college preparatory course work for all students. Based on an interrupted time-series co
The Struggle to Pass Algebra: Online vs. Face-to- Face Credit Recovery for At-Risk Urban Students
Link to article: Here Students who fail algebra are significantly less likely to graduate on time, and algebra failure rates are consistently high in urban districts. Identifying effective credit recovery strategies is critical for getting students back on track. Online courses are now widely used
Common Core Panel Features Secretary of Education Arne Duncan, UEI Director Tim Knowles, Other Exper...
What is the Common Core? Does it represent a federal overreach? What challenges and opportunities does it present for students, teachers, administrators and parents? And how is it playing out in classrooms in Illinois? A panel hosted by the University of Chicago Institute of Politics (IOP) asked ke
My View: Foundations for Young Adult Success
Link to article: Here When it comes to the big questions in education, what should the mission of schools be? What do we want our students to be able to accomplish as adults? How do we make success a reality for all children, regardless of socioeconomic status or other factors? Focusing on mak
Birth-to-College Partnership with The Ounce of Prevention Fund
A Birth-to-College Model of Education In 2009, the University of Chicago Urban Education Institute (UEI) and The Ounce of Prevention Fund (the Ounce) embarked on an effort to form a partnership whose vision is to build a model of public education for children and their families that begins at bi
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
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