Actionable research focused on Chicago Public Schools,
answering questions that are relevant nationwide.
Consortium researchers facilitate, document, and share learning across the BELE network and develop measures of student classroom experience and staff organizational conditions for deep, equitable work and learning.
A two-year developmental study in partnership with Teach for America Chicago/NW Indiana to study and support the implementation of UChicago Impact's Cultivate for Coaches survey tool to improve students’ classroom experience.
High school EL students graduate at far lower rates than their English-proficient peers and are less likely to enroll in college. This has negative implications for their economic mobility. This study examines active ELs, former ELs and never-ELs academic trajectories and experiences during the high school years.
What might the next system of education look like, and how might people collaborate to bring this into being? Consortium researchers help to reimagine public education for deep, joyful, transformational, community-sustaining learning.
This mixed-methods study examines the experiences CPS students have in Early College (dual credit and dual enrollment) and Advanced Placement (AP) courses and investigates how they shape their post-secondary outcomes.
The UChicago Consortium is conducting a multi-year, mixed methods research project exploring the work of educators and schools serving students who live in Chicago communities experiencing high levels of violent crime. The project combines administrative data from the Chicago Public Schools (CPS), publicly available crime data from the Chicago Police Department (CPD), student and teacher…
Grades and standardized test scores provide information about whether students are prepared for their future goals, but misperceptions and uncertainties can lead people to use them in ways that are counterproductive. This project provides evidence about these measures of student achievement.
To support learning acceleration post-pandemic, and ensure all teachers have access to high-quality instructional materials, Chicago Public Schools developed an all-inclusive system of online curricular resources, called Skyline, as well as related professional learning (PL). The Consortium is conducting a three-year mixed-methods study examining the ongoing implementation of Skyline+PL.
To address the teacher shortage, CPS developed Teach Chicago, a collection of targeted strategies to develop, recruit, and retain teachers in high-need schools. The Consortium is leading a two-year, mixed method study of these strategies, their efficacy, and the conditions that support successful implementation.
This study examines the trends in teacher retention in Chicago Public Schools before, during and post-pandemic years. This work will also explore what teacher, students and school characteristics are related to teacher retention.
Our new 5Essentials study looks at how school climate has changed in CPS schools over time. We’ll also examine how subgroup differences in the experience of school climate can affect student performance and school improvement.
In partnership with NORC at the University of Chicago, the UChicago Consortium is using available administrative datasets and data from surveys of college alumni to understand what the college-to-career transition looks like for graduates of Chicago area two-year and four-year institutions, particularly for first-generation, Pell eligible college students.
This study examines differences across teachers in the course grades they assign to students, discerning the degree to which there are short- and long-term effects of teacher grading practices on student outcomes, and whether teachers’ grading practices become more consistent with others in their school over time.
Read our 2020-25 Research Agenda to learn more about the big-picture questions we seek to answer through our research.