Jenny Nagaoka | University of Chicago (original) (raw)
Papers by Jenny Nagaoka
Proceedings of the 2019 AERA Annual Meeting, 2019
High school graduation rates through two decades of district change: The influence of policies, d... more High school graduation rates through two decades of district change: The influence of policies, data records, and demographic shifts. Chicago,
Consortium on Chicago School Research, Mar 1, 2008
In the late winter of 2005, CCSR researchers asked students in 12 junior English classrooms to jo... more In the late winter of 2005, CCSR researchers asked students in 12 junior English classrooms to join a longitudinal study of students' experiences in making the transition to college. In three neighborhood high schools, we recruited students from three IB classrooms, three AP classrooms, and six regular English classes. We told students they were the experts who could help us understand what works, what needs to be improved, and how to make Chicago high schools do a better job of supporting students as they made the transition to college or work. We told students that they would not get any benefits from participating, but we asked them to join us in helping Chicago schools become better for their younger brothers and sisters and for all students who would come after them. In a testament to the character of CPS students, more than 85 percent of the recruited students volunteered to join the study-so many that we could, unfortunately, not include them all. For three years, students gave up lunch breaks, talked to us about their experiences and plans, and allowed us to continue to follow them after they graduated. Their teachers allowed us to visit their classrooms, gave up free periods to be interviewed, and voluntarily filled out individual assessments of each student in our study. We are indebted to these students and teachers for the many hours of time they volunteered, as well as to the principals and staffs of the high schools in which we worked, who allowed this study to happen and supported it over two years. The students, teachers, and other school staff truly were the experts who guided our quantitative analysis and provided critical insights. In the end, we hope we have delivered on our promise to these students and have assembled their experiences and our analysis into a report that will assist CPS educators and policymakers in building effective systems that bridge the gap between students' college aspirations, their college access, and their college success. Along the way, many individuals have helped shape this report and make our work possible. In addition to the report authors, all of the members of our research staff have contributed to this report, from interviewing students and teachers to observing classrooms, to helping lay the groundwork for qualitative and quantitative analysis, to shaping our understanding through impromptu discussions. We would like to thank project researchers
Consortium on Chicago School Research, Apr 1, 2009
In the late winter of 2005, CCSR researchers asked students in 12 junior English classrooms to jo... more In the late winter of 2005, CCSR researchers asked students in 12 junior English classrooms to join a longitudinal study of students' experiences in making the transition to college. In three neighborhood high schools, we recruited students from three IB classrooms, three AP classrooms, and six regular English classes. We told students they were the experts who could help us understand what works, what needs to be improved, and how to make Chicago high schools do a better job of supporting students as they made the transition to college or work. We told students that they would not get any benefits from participating, but we asked them to join us in helping Chicago schools become better for their younger brothers and sisters and for all students who would come after them. In a testament to the character of CPS students, more than 85 percent of the recruited students volunteered to join the study-so many that we, unfortunately, could not include them all. For over three years, students gave up lunch breaks, talked to us about their experiences and plans, and continued to make time for us in their busy schedules after they had graduated. Their teachers allowed us to visit their classrooms, gave up free periods to be interviewed, and voluntarily filled out individual assessments of each student in our study. We are indebted to these students and teachers for the many hours of time they volunteered, as well as to the principals and staff of the high schools in which we worked who allowed this study to happen and supported it over two years. The students, teachers, and other school staff truly were the experts who guided our analysis and provided critical insights. In the end, we hope we have delivered on our promise to these students and have assembled their experiences and our analysis into a report that will assist CPS educators and policymakers in building effective systems that bridge the gap between students' college aspirations, their college access, and their college success. Along the way, many individuals have helped shape this report and made our work possible. In addition to the report authors, all of the members of our research staff have contributed to this report, from interviewing students and teachers to observing classrooms, to helping lay the groundwork for qualitative and quantitative analysis, to shaping our understanding through impromptu discussions. We would like to thank project researchers
28 Evidence on Academic Mindsets ACKNOWLEDGEMENTS We would like to recognize the many people who ... more 28 Evidence on Academic Mindsets ACKNOWLEDGEMENTS We would like to recognize the many people who contributed to this review. Our research colleagues at the University of Chicago Consortium on Chicago School Research and our practitioner colleagues at the Network for College Success gave critical feedback and helped us think through the implica-tions of the existing literature for both research and practice. We would particularly like to thank Eliza Moeller,
A first look at Chicago Public School graduates' college enrollment, college preparation, and gra... more A first look at Chicago Public School graduates' college enrollment, college preparation, and graduation from four-year colleges www.consortium-chicago.org 1313 E as t 6 0 t h St reet C h icag o , I llinois 773-702-3364 Consortium on CHICAGO SCHOOL RESEARCH AT THE UNIVERSITY OF CHICAGO Acknowledgments Many individuals have helped shape this report and made it possible. Members of our research staff have contributed to this report and provided invaluable assistance in the process of editing and preparing this report, including Eliza Moeller, Jonah Deutsch, Amy Proger, Liz hogg, and Jamilliyah gilliam. We are indebted to the staff at the Chicago Public Schools who provided technical advice, data support, and analytical support and guidance throughout this research, particularly greg Darnieder, gudelia Lopez, Melanie LaForce, Ilona Vincent, and Jessica Wallenstein. We are also indebted to the staff at the Consortium for feedback, guidance, and support of all stages of this project, particularly John Easton, Penny Sebring, and Marisa de la Torre. Thanks also to the members of the Consortium's Steering Committee for their comments and feedback, particularly Don Fraynd, Elizabeth hawthorne, Josie Yanguas, Arie van der Ploeg, and Martha Zurita. Finally, the administrative staff at the School of Social Service Administration-Keith Madderom, Beverly Mason, gidget Ambuehl, and Suzanne Fournier-provided significant support to this work. SSA's staff made us feel that our work was always important and that we were never asking too much. The study is funded by grants from The Bill & Melinda gates Foundation, the W.T. grant Foundation, and the Spencer Foundation. The contents of this report were also developed under a planning grant from the Carnegie Corporation of new York.
Introduction 11 Defining Success in Young Adulthood Chapter 1 19 What are the Ingredients of "Suc... more Introduction 11 Defining Success in Young Adulthood Chapter 1 19 What are the Ingredients of "Success"? Chapter 2 37 The Importance of Developmental Experiences and Relationships Chapter 3 57 Developmental Progression Toward Young Adulthood Chapter 4 77 Conclusion and Implications for Practice, Policy, and Research 85 References 99 Appendix TABLE OF CONTENTS ACKNOWLEDGEMENTS This project would not have been possible without the support and expertise of numerous people. We would like to thank all of the experts who graciously shared their time and knowledge with us to help shape this work. In particular, we are grateful for the feedback we received on this report from Abigail Baird, Ron Berger, Jiffy Lansing, and Jane Quinn. We would also like to thank our Steering Committee readers, Kim Zalent and Erin Unander for their insightful comments and feedback. Liz Duffrin conducted interviews with youth, parents, and program providers, resulting in the profiles presented in this report. Many colleagues supported us throughout this work. Thank you to David Stevens helping us create engaging and meaningful conversations at our convenings; to
Introduction 11 Defining Success in Young Adulthood Chapter 1 19 What are the Ingredients of "Suc... more Introduction 11 Defining Success in Young Adulthood Chapter 1 19 What are the Ingredients of "Success"? Chapter 2 37 The Importance of Developmental Experiences and Relationships Chapter 3 57 Developmental Progression Toward Young Adulthood Chapter 4 77 Conclusion and Implications for Practice, Policy, and Research 85 References 99 Appendix TABLE OF CONTENTS ACKNOWLEDGEMENTS This project would not have been possible without the support and expertise of numerous people. We would like to thank all of the experts who graciously shared their time and knowledge with us to help shape this work. In particular, we are grateful for the feedback we received on this report from Abigail Baird, Ron Berger, Jiffy Lansing, and Jane Quinn. We would also like to thank our Steering Committee readers, Kim Zalent and Erin Unander for their insightful comments and feedback. Liz Duffrin conducted interviews with youth, parents, and program providers, resulting in the profiles presented in this report. Many colleagues supported us throughout this work. Thank you to David Stevens helping us create engaging and meaningful conversations at our convenings; to
The Future of children, 2009
Melissa Roderick, Jenny Nagaoka, and Vanessa Coca focus on the importance of improving college ac... more Melissa Roderick, Jenny Nagaoka, and Vanessa Coca focus on the importance of improving college access and readiness for low-income and minority students in urban high schools. They stress the aspirations-attainment gap: although the college aspirations of all U.S. high school students, regardless of race, ethnicity, and family income, have increased dramatically over the past several decades, significant disparities remain in college readiness and enrollment. The authors emphasize the need for researchers and policy makers to be explicit about precisely which sets of knowledge and skills shape college access and performance and about how best to measure those skills. They identify four essential sets of skills: content knowledge and basic skills; core academic skills; non-cognitive, or behavioral, skills; and "college knowledge," the ability to effectively search for and apply to college. High schools, they say, must stress all four. The authors also examine different ways...
The Adoption and Safe Families Act of 1997 (ASFA) marked a major new departure in child welfare p... more The Adoption and Safe Families Act of 1997 (ASFA) marked a major new departure in child welfare policy. It not only shifted the focus of child welfare policy from family preservation to child safety, permanency, and well-being, but it inaugurated a new era of performance monitoring for state child welfare systems. Despite increased efforts to reduce the amount of time children spent in out-of-home placement, many of those who are in care spend considerable periods of time – often years – under the supervision of the child welfare system.
This article examines the extent to which indicators of the college-going climate of urban high s... more This article examines the extent to which indicators of the college-going climate of urban high schools are associated with students' application to, enrollment in, and choice among four-year colleges. The investigators examine two mechanisms by which high schools may shape college enrollment among low-income students in an urban school system: (1) by ensuring whether seniors who aspire to a four-year college degree take the steps to apply to and enroll in a four-year college, and (2) by influencing whether students enroll in colleges with selectivity levels at or above the kinds of colleges they are qualified to attend (a ''college match''). We investigate different approaches to measuring college-going climate and develop new indicators. Findings suggest that qualifications and college aspirations will not necessarily translate into four-year college enrollment if urban high schools do not develop organizational norms and structures that guide students eff...
The new report, by the University of Chicago Consortium on Chicago School Research, synthesizes k... more The new report, by the University of Chicago Consortium on Chicago School Research, synthesizes knowledge from the fields of youth development, psychology, sociology, education and the cognitive sciences. Drawing on decades of theory and research as well as insights from those who work with young people, it describes what children need to grow and learn, and how adults can foster their development in ways that lead to college and career success, healthy relationships and engaged citizenship. It also identifies the obstacles that children in poverty and children of color may face in achieving their potential and suggests how policy and practice can help overcome those challenges. These three factors rest on four “foundational components,” qualities that adults can directly influence:
Social and emotional learning is a topic of increasing focus in the education sector. Though defi... more Social and emotional learning is a topic of increasing focus in the education sector. Though definitions and terminology vary, at its core this trend reflects an increased interest among educators, administrators, parents, and other stakeholders in students' development of individual and interpersonal skills beyond the realm of academic achievement. Across existing research literature and among arts educators there is widespread belief that artistic disciplines including music, dance, theatre, visual arts, literary arts, and media arts have a positive effect on children's and adolescents' social-emotional development. This project investigates the relationship between arts education and social-emotional learning and develops a theory of action describing the nature of that relationship. This project consists of two components: a review of literature on this topic and an interview-based fieldwork component with educators, administrators, students, and parents in Chicago Public Schools. Our literature review highlights the strength of the research into arts education and social-emotional learning with regard to focused, qualitative case studies and the gaps with regard to experimental or randomized control trials. Combining this arts-specific research with multidisciplinary literature on child and adolescent development and insights from our fieldwork interviews, we propose a theory of action that describes how arts learning experiences have the potential to promote young people's development of social-emotional competencies.
Journal of Staff Development, 2016
Chapter 1 3 Changes in Core GPA between the Eighth and Ninth Grades Chapter 2 9 Non-Core GPA Decl... more Chapter 1 3 Changes in Core GPA between the Eighth and Ninth Grades Chapter 2 9 Non-Core GPA Declines across the Transition Chapter 3 13 Course Failure and High School Graduation Chapter 4 17 Implications 19 References 21 Appendices TABLE OF CONTENTS ACKNOWLEDGEMENTS The authors gratefully acknowledge the many people who contributed to this report. Consortium Steering Committee members Gina Caneva, Megan Hougard, and Beatriz Ponce de León offered very thoughtful reviews as we finalized the narrative, and members of the To&Through advisory group gave us helpful feedback as we considered framing. We thank members of UChicago Consortium's research review group, particularly Elaine Allensworth, Julia Gwynne, and Kylie Klein, as well as our external reviewers, Eliza Moeller and Mary Ann Pitcher, for their helpful feedback. The UChicago Consortium's communications team, including Bronwyn McDaniel, Jessica Tansey, Jessica Puller, and Alida Mitau, as well as additional support from Katelyn Silva and Andrew Zou, were instrumental in the production of this report. Several people from CPS gave us feedback at various stages in the report process and we are especially grateful to Julia DeBettencourt, Eileen Hare, Liz Kirby, Sarah Dickson, and Jeff Broom for their partnership in providing context and feedback on implications. Other CPS central office and school-based practitioners gave us incredibly valuable feedback throughout:
This article examines the extent to which indicators of the college-going climate of urban high s... more This article examines the extent to which indicators of the college-going climate of urban high schools are associated with students’ application to, enrollment in, and choice among four-year colleges. The investigators examine two mechanisms by which high schools may shape college enrollment among low-income students in an urban school system: (1) by ensuring whether seniors who aspire to a four-year college degree take the steps to apply to and enroll in a four-year college, and (2) by influencing whether students enroll in colleges with selectivity levels at or above the kinds of colleges they are qualified to attend (a ‘‘college match’’). We investigate different approaches to measuring college-going climate and develop new indicators. Findings suggest that qualifications and college aspirations will not necessarily translate into four-year college enrollment if urban high schools do not develop organizational norms and structures that guide students effectively through the coll...
Proceedings of the 2019 AERA Annual Meeting, 2019
High school graduation rates through two decades of district change: The influence of policies, d... more High school graduation rates through two decades of district change: The influence of policies, data records, and demographic shifts. Chicago,
Consortium on Chicago School Research, Mar 1, 2008
In the late winter of 2005, CCSR researchers asked students in 12 junior English classrooms to jo... more In the late winter of 2005, CCSR researchers asked students in 12 junior English classrooms to join a longitudinal study of students' experiences in making the transition to college. In three neighborhood high schools, we recruited students from three IB classrooms, three AP classrooms, and six regular English classes. We told students they were the experts who could help us understand what works, what needs to be improved, and how to make Chicago high schools do a better job of supporting students as they made the transition to college or work. We told students that they would not get any benefits from participating, but we asked them to join us in helping Chicago schools become better for their younger brothers and sisters and for all students who would come after them. In a testament to the character of CPS students, more than 85 percent of the recruited students volunteered to join the study-so many that we could, unfortunately, not include them all. For three years, students gave up lunch breaks, talked to us about their experiences and plans, and allowed us to continue to follow them after they graduated. Their teachers allowed us to visit their classrooms, gave up free periods to be interviewed, and voluntarily filled out individual assessments of each student in our study. We are indebted to these students and teachers for the many hours of time they volunteered, as well as to the principals and staffs of the high schools in which we worked, who allowed this study to happen and supported it over two years. The students, teachers, and other school staff truly were the experts who guided our quantitative analysis and provided critical insights. In the end, we hope we have delivered on our promise to these students and have assembled their experiences and our analysis into a report that will assist CPS educators and policymakers in building effective systems that bridge the gap between students' college aspirations, their college access, and their college success. Along the way, many individuals have helped shape this report and make our work possible. In addition to the report authors, all of the members of our research staff have contributed to this report, from interviewing students and teachers to observing classrooms, to helping lay the groundwork for qualitative and quantitative analysis, to shaping our understanding through impromptu discussions. We would like to thank project researchers
Consortium on Chicago School Research, Apr 1, 2009
In the late winter of 2005, CCSR researchers asked students in 12 junior English classrooms to jo... more In the late winter of 2005, CCSR researchers asked students in 12 junior English classrooms to join a longitudinal study of students' experiences in making the transition to college. In three neighborhood high schools, we recruited students from three IB classrooms, three AP classrooms, and six regular English classes. We told students they were the experts who could help us understand what works, what needs to be improved, and how to make Chicago high schools do a better job of supporting students as they made the transition to college or work. We told students that they would not get any benefits from participating, but we asked them to join us in helping Chicago schools become better for their younger brothers and sisters and for all students who would come after them. In a testament to the character of CPS students, more than 85 percent of the recruited students volunteered to join the study-so many that we, unfortunately, could not include them all. For over three years, students gave up lunch breaks, talked to us about their experiences and plans, and continued to make time for us in their busy schedules after they had graduated. Their teachers allowed us to visit their classrooms, gave up free periods to be interviewed, and voluntarily filled out individual assessments of each student in our study. We are indebted to these students and teachers for the many hours of time they volunteered, as well as to the principals and staff of the high schools in which we worked who allowed this study to happen and supported it over two years. The students, teachers, and other school staff truly were the experts who guided our analysis and provided critical insights. In the end, we hope we have delivered on our promise to these students and have assembled their experiences and our analysis into a report that will assist CPS educators and policymakers in building effective systems that bridge the gap between students' college aspirations, their college access, and their college success. Along the way, many individuals have helped shape this report and made our work possible. In addition to the report authors, all of the members of our research staff have contributed to this report, from interviewing students and teachers to observing classrooms, to helping lay the groundwork for qualitative and quantitative analysis, to shaping our understanding through impromptu discussions. We would like to thank project researchers
28 Evidence on Academic Mindsets ACKNOWLEDGEMENTS We would like to recognize the many people who ... more 28 Evidence on Academic Mindsets ACKNOWLEDGEMENTS We would like to recognize the many people who contributed to this review. Our research colleagues at the University of Chicago Consortium on Chicago School Research and our practitioner colleagues at the Network for College Success gave critical feedback and helped us think through the implica-tions of the existing literature for both research and practice. We would particularly like to thank Eliza Moeller,
A first look at Chicago Public School graduates' college enrollment, college preparation, and gra... more A first look at Chicago Public School graduates' college enrollment, college preparation, and graduation from four-year colleges www.consortium-chicago.org 1313 E as t 6 0 t h St reet C h icag o , I llinois 773-702-3364 Consortium on CHICAGO SCHOOL RESEARCH AT THE UNIVERSITY OF CHICAGO Acknowledgments Many individuals have helped shape this report and made it possible. Members of our research staff have contributed to this report and provided invaluable assistance in the process of editing and preparing this report, including Eliza Moeller, Jonah Deutsch, Amy Proger, Liz hogg, and Jamilliyah gilliam. We are indebted to the staff at the Chicago Public Schools who provided technical advice, data support, and analytical support and guidance throughout this research, particularly greg Darnieder, gudelia Lopez, Melanie LaForce, Ilona Vincent, and Jessica Wallenstein. We are also indebted to the staff at the Consortium for feedback, guidance, and support of all stages of this project, particularly John Easton, Penny Sebring, and Marisa de la Torre. Thanks also to the members of the Consortium's Steering Committee for their comments and feedback, particularly Don Fraynd, Elizabeth hawthorne, Josie Yanguas, Arie van der Ploeg, and Martha Zurita. Finally, the administrative staff at the School of Social Service Administration-Keith Madderom, Beverly Mason, gidget Ambuehl, and Suzanne Fournier-provided significant support to this work. SSA's staff made us feel that our work was always important and that we were never asking too much. The study is funded by grants from The Bill & Melinda gates Foundation, the W.T. grant Foundation, and the Spencer Foundation. The contents of this report were also developed under a planning grant from the Carnegie Corporation of new York.
Introduction 11 Defining Success in Young Adulthood Chapter 1 19 What are the Ingredients of "Suc... more Introduction 11 Defining Success in Young Adulthood Chapter 1 19 What are the Ingredients of "Success"? Chapter 2 37 The Importance of Developmental Experiences and Relationships Chapter 3 57 Developmental Progression Toward Young Adulthood Chapter 4 77 Conclusion and Implications for Practice, Policy, and Research 85 References 99 Appendix TABLE OF CONTENTS ACKNOWLEDGEMENTS This project would not have been possible without the support and expertise of numerous people. We would like to thank all of the experts who graciously shared their time and knowledge with us to help shape this work. In particular, we are grateful for the feedback we received on this report from Abigail Baird, Ron Berger, Jiffy Lansing, and Jane Quinn. We would also like to thank our Steering Committee readers, Kim Zalent and Erin Unander for their insightful comments and feedback. Liz Duffrin conducted interviews with youth, parents, and program providers, resulting in the profiles presented in this report. Many colleagues supported us throughout this work. Thank you to David Stevens helping us create engaging and meaningful conversations at our convenings; to
Introduction 11 Defining Success in Young Adulthood Chapter 1 19 What are the Ingredients of "Suc... more Introduction 11 Defining Success in Young Adulthood Chapter 1 19 What are the Ingredients of "Success"? Chapter 2 37 The Importance of Developmental Experiences and Relationships Chapter 3 57 Developmental Progression Toward Young Adulthood Chapter 4 77 Conclusion and Implications for Practice, Policy, and Research 85 References 99 Appendix TABLE OF CONTENTS ACKNOWLEDGEMENTS This project would not have been possible without the support and expertise of numerous people. We would like to thank all of the experts who graciously shared their time and knowledge with us to help shape this work. In particular, we are grateful for the feedback we received on this report from Abigail Baird, Ron Berger, Jiffy Lansing, and Jane Quinn. We would also like to thank our Steering Committee readers, Kim Zalent and Erin Unander for their insightful comments and feedback. Liz Duffrin conducted interviews with youth, parents, and program providers, resulting in the profiles presented in this report. Many colleagues supported us throughout this work. Thank you to David Stevens helping us create engaging and meaningful conversations at our convenings; to
The Future of children, 2009
Melissa Roderick, Jenny Nagaoka, and Vanessa Coca focus on the importance of improving college ac... more Melissa Roderick, Jenny Nagaoka, and Vanessa Coca focus on the importance of improving college access and readiness for low-income and minority students in urban high schools. They stress the aspirations-attainment gap: although the college aspirations of all U.S. high school students, regardless of race, ethnicity, and family income, have increased dramatically over the past several decades, significant disparities remain in college readiness and enrollment. The authors emphasize the need for researchers and policy makers to be explicit about precisely which sets of knowledge and skills shape college access and performance and about how best to measure those skills. They identify four essential sets of skills: content knowledge and basic skills; core academic skills; non-cognitive, or behavioral, skills; and "college knowledge," the ability to effectively search for and apply to college. High schools, they say, must stress all four. The authors also examine different ways...
The Adoption and Safe Families Act of 1997 (ASFA) marked a major new departure in child welfare p... more The Adoption and Safe Families Act of 1997 (ASFA) marked a major new departure in child welfare policy. It not only shifted the focus of child welfare policy from family preservation to child safety, permanency, and well-being, but it inaugurated a new era of performance monitoring for state child welfare systems. Despite increased efforts to reduce the amount of time children spent in out-of-home placement, many of those who are in care spend considerable periods of time – often years – under the supervision of the child welfare system.
This article examines the extent to which indicators of the college-going climate of urban high s... more This article examines the extent to which indicators of the college-going climate of urban high schools are associated with students' application to, enrollment in, and choice among four-year colleges. The investigators examine two mechanisms by which high schools may shape college enrollment among low-income students in an urban school system: (1) by ensuring whether seniors who aspire to a four-year college degree take the steps to apply to and enroll in a four-year college, and (2) by influencing whether students enroll in colleges with selectivity levels at or above the kinds of colleges they are qualified to attend (a ''college match''). We investigate different approaches to measuring college-going climate and develop new indicators. Findings suggest that qualifications and college aspirations will not necessarily translate into four-year college enrollment if urban high schools do not develop organizational norms and structures that guide students eff...
The new report, by the University of Chicago Consortium on Chicago School Research, synthesizes k... more The new report, by the University of Chicago Consortium on Chicago School Research, synthesizes knowledge from the fields of youth development, psychology, sociology, education and the cognitive sciences. Drawing on decades of theory and research as well as insights from those who work with young people, it describes what children need to grow and learn, and how adults can foster their development in ways that lead to college and career success, healthy relationships and engaged citizenship. It also identifies the obstacles that children in poverty and children of color may face in achieving their potential and suggests how policy and practice can help overcome those challenges. These three factors rest on four “foundational components,” qualities that adults can directly influence:
Social and emotional learning is a topic of increasing focus in the education sector. Though defi... more Social and emotional learning is a topic of increasing focus in the education sector. Though definitions and terminology vary, at its core this trend reflects an increased interest among educators, administrators, parents, and other stakeholders in students' development of individual and interpersonal skills beyond the realm of academic achievement. Across existing research literature and among arts educators there is widespread belief that artistic disciplines including music, dance, theatre, visual arts, literary arts, and media arts have a positive effect on children's and adolescents' social-emotional development. This project investigates the relationship between arts education and social-emotional learning and develops a theory of action describing the nature of that relationship. This project consists of two components: a review of literature on this topic and an interview-based fieldwork component with educators, administrators, students, and parents in Chicago Public Schools. Our literature review highlights the strength of the research into arts education and social-emotional learning with regard to focused, qualitative case studies and the gaps with regard to experimental or randomized control trials. Combining this arts-specific research with multidisciplinary literature on child and adolescent development and insights from our fieldwork interviews, we propose a theory of action that describes how arts learning experiences have the potential to promote young people's development of social-emotional competencies.
Journal of Staff Development, 2016
Chapter 1 3 Changes in Core GPA between the Eighth and Ninth Grades Chapter 2 9 Non-Core GPA Decl... more Chapter 1 3 Changes in Core GPA between the Eighth and Ninth Grades Chapter 2 9 Non-Core GPA Declines across the Transition Chapter 3 13 Course Failure and High School Graduation Chapter 4 17 Implications 19 References 21 Appendices TABLE OF CONTENTS ACKNOWLEDGEMENTS The authors gratefully acknowledge the many people who contributed to this report. Consortium Steering Committee members Gina Caneva, Megan Hougard, and Beatriz Ponce de León offered very thoughtful reviews as we finalized the narrative, and members of the To&Through advisory group gave us helpful feedback as we considered framing. We thank members of UChicago Consortium's research review group, particularly Elaine Allensworth, Julia Gwynne, and Kylie Klein, as well as our external reviewers, Eliza Moeller and Mary Ann Pitcher, for their helpful feedback. The UChicago Consortium's communications team, including Bronwyn McDaniel, Jessica Tansey, Jessica Puller, and Alida Mitau, as well as additional support from Katelyn Silva and Andrew Zou, were instrumental in the production of this report. Several people from CPS gave us feedback at various stages in the report process and we are especially grateful to Julia DeBettencourt, Eileen Hare, Liz Kirby, Sarah Dickson, and Jeff Broom for their partnership in providing context and feedback on implications. Other CPS central office and school-based practitioners gave us incredibly valuable feedback throughout:
This article examines the extent to which indicators of the college-going climate of urban high s... more This article examines the extent to which indicators of the college-going climate of urban high schools are associated with students’ application to, enrollment in, and choice among four-year colleges. The investigators examine two mechanisms by which high schools may shape college enrollment among low-income students in an urban school system: (1) by ensuring whether seniors who aspire to a four-year college degree take the steps to apply to and enroll in a four-year college, and (2) by influencing whether students enroll in colleges with selectivity levels at or above the kinds of colleges they are qualified to attend (a ‘‘college match’’). We investigate different approaches to measuring college-going climate and develop new indicators. Findings suggest that qualifications and college aspirations will not necessarily translate into four-year college enrollment if urban high schools do not develop organizational norms and structures that guide students effectively through the coll...