Elaine Allensworth
Associated IES Content
Grant
Mitigating the Impact of the COVID-19 Pandemic Through Curriculum-Based Approaches to Learning Acceleration in Grades K-2 in Chicago
In school year (SY) 2020-21, Chicago Public Schools (CPS) sought to accelerate post-pandemic K-2 literacy outcomes by providing teachers with a comprehensive curriculum system with aligned professional learning (PL), called Skyline+PL. This network project team will examine the ongoing implementation of Skyline+PL and gather information regarding improvements in the quality of instruction, student engagement and student literacy achievement outcomes, especially for students whose learning wa...
Federal funding program:
Award number:
R305X220033
Grant
Supporting the Educational Attainment of Active and Former English Learners in High School in Chicago
This study will systematically examine the experiences and performance of high school English Learners (ELs), alert to differences among distinct subgroups: long-time ELs, former ELs, and late-arriving ELs, to help schools better support their educational attainment. ELs are less likely to graduate from high and enroll in college, but little is known about the factors most important for success among high school ELs.
Federal funding program:
Award number:
R305A220430
Grant
Increasing the Effectiveness and Coherence of Interventions to Reduce Educational Inequality
The University of Chicago training program will prepare doctoral students to conduct research to improve instruction in urban schools and reduce educational inequality.
Federal funding program:
Award number:
R305B200015
Grant
Implementation of Common Core and Next Generation Science Standards: Changes in Classroom Instruction and Student Achievement
Researchers explored the implementation of district and school-level plans to realize the goals of the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) in mathematics and science in Chicago Public Schools (CPS). Across the country, districts and schools are expending considerable resources to enable students to meet the new standards through revised instructional materials, professional development, and other strategies. The ways in which the strategies are imp...
Federal funding program:
Award number:
R305A160162
Grant
University of Chicago Predoctoral Training Program in the Education Sciences
Through this 2014 grant, the University of Chicago predoctoral training program provided doctoral students from social science disciplines with advanced training in state-of-the-art quantitative methods and experience conducting research on the contributions of schooling to labor market success of youth.
Federal funding program:
Award number:
R305B140048
FY2013
FY2013 Single-Session Peer Review Panel
FY2012
FY2012 Education Systems and Broad Reform Peer Review Panel
Grant
The Influence of School Leadership on Instruction and Student Learning: A Longitudinal Examination of Leadership in Chicago Public Schools
School leadership is often conceived of as a key lever for school reform and improving student achievement. However, despite four decades of research, principals have little information to guide them on how best to focus their efforts to maximize their impact on student performance. In this project, researchers propose to analyze a comprehensive set of school district data to understand how school leaders influence teaching and learning. Specifically, researchers will examine the relationshi...
Federal funding program:
Award number:
R305A120706
Grant
The Educational Benefits of Attending High-Performing High Schools
In school districts nationwide, policymakers are implementing reforms that rest on a simple assumption: students do better when they attend schools with high achievement levels. Vouchers, school closings, and school choice policies all aim to improve student outcomes by shifting students from lower-performing to higher-performing schools. Schools are often deemed high performing based on statistics reported about their students' academic attainment: average test scores, percentage of student...
Federal funding program:
Award number:
R305A120136
report
Descriptive Study
Changes in Student Populations and Teacher Workforce in Low-Performing Chicago Schools Targeted for Reform
"Turning around" chronically low-performing schools is of increasing interest to educators and policymakers, as highlighted by the U.S. Department of Education's (2010) recent call to rapidly improve the nation's 5,000 lowest performing schools. Yet there is little rigorous research on changes in student populations and teacher workforce in schools undergoing interventions to improve low-performing schools. To fill this gap, this study examines turnaround intervention models intended to rapid...
Apr 01, 2012
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
Grant
Assessing the Efficacy of Online Credit Recovery in Algebra I for At-Risk Ninth Graders
Failing Algebra I in the first year of high school significantly decreases a student's likelihood of graduating. Getting students back on track is a high priority, yet little rigorous evidence exists about credit recovery options. This study will test the efficacy of offering an online Algebra I course in the summer after 9th grade for first time 9th graders who failed the second semester of Algebra I.
Federal funding program:
Award number:
R305A110149
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
Grant
Comprehensive Evaluation of the Effects of District-Wide High School Curriculum Reform on Academic Achievement and Attainment in Chicago
There is increasing recognition and concern in the U.S. that too few high school students, especially those in urban areas, are graduating with the skills needed for college and the workforce. Currently, there are two major curriculum reform movements at work in high schools: one to engage all students in traditional college preparatory work, and another to increase the difficulty of college preparatory curriculums. These movements are based on studies showing that students who take more r...
Federal funding program:
Award number:
R305R060059
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