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.
Can Schools Give Students Too Many Second Chances?
Kate Grossman Chicago's OnTrack and attendance data tracking for The Atlantic. Elaine Allensworth is quoted.
Cultivating Character: SAEL to Participate in Study that Explores Link between Character and Academi...
The Consortium is studying the link between character and academics to find out which qualities are better associated with student success as part of the Becoming Effective Learners Project.
New Report Finds Racial Disparities in Suspension Rates Driven by Schools with Concentrated Disadvan...
Students’ risk of suspension is more strongly determined by which school they attend than by their backgrounds—including their race, gender or income. A subset of Chicago schools—about a quarter of high schools and 10 percent of schools with middle grades— have very high susp
Op-Ed: UEI director highlights key levers for high school and college success
This op-ed by UEI Director Sara Ray Stoelinga originally appeared in the Tampa Bay Times » I was visiting Clearwater Beach when I picked up the Tampa Bay Times and read Failure Factories, the investigation of five resegregated elementary schools in south St. Petersburg. At home on Chicago'
Study: Low-scoring teachers tend to work in schools with high poverty rates
The Tribune examines the Consortium's REACH study in this piece on teacher evaluations.
The Challenges Ahead for the New Detroit Public Schools
Tim Knowles weighs in on the challenges facing the new Detroit Public Schools - and suggests that Freshman OnTrack is a good place to begin.
Dropout Prevention: A Previously Intractable Problem Addressed Through Systems for Monitoring and Su...
A decade ago, high school dropout was viewed as a problem that was almost impossible to address, particularly by the time students were in high school. Its causes were located in myriad factors affecting students outside of school and in the years prior to high school. In recent years, research has
What Do Young People Need to Succeed?
Huffington Post explores latest research by Jenny Nagaoka, Deputy Director of the Consortium on School Research, on the developmental framework for adult success.
The Back on Track Study: Using Online Courses for Credit Recovery
Failing core academic courses during the first year of high school is a strong signal of trouble to come; course failures during ninth grade are associated with notable declines in four-year graduation rates. To get back on track, students who fail classes need opportunities to recover credit. Histo
Some Charters Help Alumni Stick with College
Jenny Nagaoka, Deputy Director of the Consortium, is quoted on this piece about what schools can do to support their students, not only in getting to college, but getting through it as well.
Yorkville Proposal Calls for End to Grades on Homework
The Consortium's Camille Farrington weighs in on the discussion of how to most effectively measure student progress.
White House Turnaround Arts Talent Show Showcases the Power of Arts in Education
The UEI-validated Turnaround Arts program is continuing to expand across the nation through a new strategic partnership.
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
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.
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
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
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
U.S. High School Grad Rate Reaches Record Mark
Alex Seeskin weighs in on the importance of helping more students not only graduate high school, but to succeed in college and careers.
Rethinking School Discipline
Consortium research is cited in this piece exploring alternative discipline policies for students in lieu of suspensions.