Teachers and Instruction
Research has shown that teachers who support and challenge students with ambitious instruction are essential for school improvement. With a portfolio that spans from in-depth studies on the successes and flaws of real-world teacher evaluation systems to a teacher education program with 90 percent of graduates remaining in urban schools after five years—far exceeding the national retention rate of 50 percent—UEI works across its different domains to illuminate, model, and share what schools and educators need to succeed.
Research has shown that teachers who support and challenge students with ambitious instruction are essential for school improvement.
The University of Chicago Urban Teacher Education Program (UChicago UTEP) is featured in the book Inspiring Teaching: Preparing Teachers to Succeed in Mission-Driven Schools as a highly successful program designed to prepare educators for lifelong careers in urban education. The book investigates the "context-specific" approach to teacher education and shows how programs like UChicago UTEP can help teachers develop the understanding, commitment, tools, and strategies they need to teach in specific settings.
- Nationally, just 50 percent of teachers remain in the classroom after five years. In urban contexts like Chicago, a 70 percent attrition rate is not uncommon.
- Over 80 percent of teachers and principals in Chicago Pubic Schools reported that the new REACH teacher evaluation system—based on the Danielson Framework and implemented in 2012-13—is changing practice, improving communication, and encouraging collaboration »
- "Collaborative Teachers" is one of the 5Essentials for school improvement. Past research found that schools strong in at least three of the five Essentials were ten times more like to improve than schools weak in three or more of the Essentials »
Latest from UEI on Teachers & Instruction
The Predictive Power of Ninth-Grade GPA
As parents and teachers know, and research has demonstrated, ninth grade is a critical year for students. It is when students’ high school habits and mindsets are formed and their ninth- through twelfth-grade trajectory begins to take shape. This study provides evidence that students' cour
What do Educators Want to Get Out of Professional Learning
The Consortium is cited as a model for the partnership between the Tennessee Department of Education and Vanderbilt University in this piece on the development of professional learning.
What You Need to Know about Illinois' Replacement for No Child Left Behind Law
Impact's 5Essentials survey is mentioned as part of how schools will be evaluated on the new ESSA plan.
PreK Programs Valuable, Deserve More State Support
The Consortium's Foundations for Young Adult Success report is referenced in this editorial on the importance of early childhood schooling.
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
Foundations for Success: Young People Learn Best Through Active and Reflective Experiences
Read the article online (Login Required) Succeeding at learning, and at life, takes more than academic ability. This article draws on our 2015 report, Foundations for Young Adult Success, which synthesized decades of research, theory, and practice from the fields of youth development, psychology, s
"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
Teacher Evaluation in Chicago: Key Findings from Consortium Research
This retrospective highlights key findings and lessons learned from our analyses of both the Excellence in Teaching Project (EITP) and Recognizing Educators Advancing Chicago’s Students (REACH Students). UChicago Consortium’s Teacher Evaluation Research to Date Teacher evaluation sy
Teacher Evaluation in Practice: Year 3 Teacher and Administrator Perceptions of REACH
Three years after the launch of Chicago’s redesigned teacher evaluation system, REACH Students, most teachers and administrators continue to report they believe REACH has the potential to improve instruction and student learning, and they remain negative about the use of student growth in eval
Unlocking the Keys to Grit, Perseverance, and Student Success
Consortium resesarcher Camille Farrington's "Four Statements" on student success are quoted throughout this pieces examining how to teach students grit and perseverance.
What Comes First? Good Teachers or Good Schools? Researchers Say: Yes
Elaine Allensworth and the Consortium's research are quoted in this piece which examines research on whether school context matters more for teacher quality than the teachers' skills.
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.
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.
New Study Examines How REACH Students Teacher Evaluation Scores Relate to School, Teacher Characteri...
A new research report from the University of Chicago Consortium on School Research (Consortium) finds teachers with the lowest scores on the REACH Students teacher evaluation system are overrepresented in schools serving the most disadvantaged students, while teachers with the highest observation sc
Teacher Evaluation in Chicago: Differences in Observation and Value-Added Scores by Teacher, Student...
A brief research retrospective, Teacher Evaluation in Chicago: Key Findings from Consortium Research, is availale here. If you would like to order multiple copies of this report, please visit Amazon for pricing information. This report finds teachers with the lowest scores on the REACH Stude
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'
Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excell...
Chicago Public Schools initiated the Excellence in Teaching Project, a teacher evaluation program designed to increase student learning by improving classroom instruction through structured principal–teacher dialogue. The pilot began in forty-four elementary schools in 2008–09 (cohort 1)
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.
CPS "High Intensity" Tutoring Highly Successful
Fox 32's Mike Flannery takes a look at the Urban Education Lab's highly successful Match turoting program - speaking with educators, tutors, students, and US Secretary of Education, Arne Duncan.
Sara Stoelinga Recieves Quantrell Award for Undergraduate Teaching
UEI's recently appointed Sara Liston Spurlark Director, Sara Stoelinga, has recieved the University of Chicago's most prestigious award for undergraduate teaching - the Quantrell Award.