Podcasts about chicago consortium

This episode features a conversation with Alex Usher and Alex Seeskin from the University of Chicago. Alex Usher is Associate Director for Data Research at the University of Chicago's To&Through Project and Senior Research Analyst for the UChicago Consortium on School Research. Alex Seeskin is Director of The To&Through Project, which is housed at the UChicago Urban Education Institute. UChicago's Consortium on School Research and the To&Through Project have been at the forefront of research into data that can determine whether students in elementary, middle and high school are on-track for on-time graduation and successfully transitioning into postsecondary options.In Part 2 of the conversation, Alex Usher, Alex Seeskin and Jason talk about the power of on-track indicators to show real-time trajectories of students; the two most critical thresholds across student grades and attendance that drive those trajectories; how educators can use these data to influence big picture school wide educational issues as well as interventions for individual students or specific groups of students; how think about moving the needle on student trajectories; and, what are some new research interests for the middle grades on the horizon.Additional Readings and ResourcesUniversity of Chicago To&Through ProjectMilestones Data ToolMiddle Grades Network“Elementary On-Track: Elementary School Students' Grades, Attendance, and Future Outcomes,” Alex Seeskin, Thomas Massion, and Alexandra Usher, University of Chicago Research Report, October 2022.Foundations for Young Adult Success: A Developmental Framework, Jenny Nagayoka, et al., University of Chicago Consortium on Chicago School Research, June 2015.“The On-Track Indicator as a Predictor of High School Graduation,” Elaine Allensworth and John Q. Easton, University of Chicago Consortium on Chicago School Research, 2005.Consortium on Chicago School ResearchNetwork for College SuccessChicago Public Schools

This episode features a conversation with Alex Usher and Alex Seeskin from the University of Chicago. Alex Usher is Associate Director for Data Research at the University of Chicago's To&Through Project and Senior Research Analyst for the UChicago Consortium on School Research. Alex Seeskin is Director of The To&Through Project, which is housed at the UChicago Urban Education Institute. UChicago's Consortium on School Research and the To&Through Project have been at the forefront of research into data that can determine whether students in elementary, middle and high school are on-track for on-time graduation and successfully transitioning into postsecondary options.In Part 1 of the conversation, Alex Usher, Alex Seeskin and Jason talk about the To&Through Project and its unique partnership with Chicago Public Schools to access and analyze student data to understand performance, achievement and the educational experience; the underlying research behind on-track and early warning indicators; and, a new report from the University of Chicago that offers a research-based tool for middle grades educators to group students according to key factors that influence their long-term educational trajectories.Additional Readings and ResourcesUniversity of Chicago To&Through ProjectMilestones Data ToolMiddle Grades Network“Elementary On-Track: Elementary School Students' Grades, Attendance, and Future Outcomes,” Alex Seeskin, Thomas Massion, and Alexandra Usher, University of Chicago Research Report, October 2022.Foundations for Young Adult Success: A Developmental Framework, Jenny Nagayoka, et al., University of Chicago Consortium on Chicago School Research, June 2015.“The On-Track Indicator as a Predictor of High School Graduation,” Elaine Allensworth and John Q. Easton, University of Chicago Consortium on Chicago School Research, 2005.Consortium on Chicago School ResearchNetwork for College SuccessChicago Public Schools

This episode features a conversation with Nate Pietrini and Yolanda Luna-Mroz from High Jump, a 30-year-old academic enrichment program offered to high achieving but under-resourced students in Chicago. Nate is a former teacher and principal, and now High Jump's Executive Director. Yolanda is Chief Programs Officer, having also been an educator and school leader. Both are working to expand High Jump's programming to more students in the middle grades to support their learning and development and better prepare them for the transition into high school, which a great many students find hard to do well. Nate, Yolanda and Jason talk about the history and evolution of High Jump, how it blends academic enrichment and support with social and emotional skill development and self exploration, specific programming to help students prepare for the transition to high school, the various ways High Jump measures success, both near-term and long-term and both academic and social and emotional development, and the value programs like High Jump play in the emerging Covid-recovery and eventually post-Covid landscape.Additional Readings and ResourcesHigh Jump“What is High Jump?”Community Scholars programVirtual TourCenter for Urban Education Leadership, University of Illinois at ChicagoDecatur Classical SchoolBlue Ribbon“Free to Fail or On-Track to College: Why Grades Drop When Students Enter High School and What Adults Can Do About It,” Rosenkranz, et al., University of Chicago Consortium for Chicago School Research, April 2014

Marc Sims talks with Elaine Allensworth PhD about improving public education. Elaine Allensworth is the Lewis-Sebring Director of The University of Chicago Consortium on School Research. https://consortium.uchicago.edu

When the New York Times in a student opinion piece asked “How do you think American education could be improved?”, Skye Williams from Sarasota, Florida wrote, ”I think that the American education system can be improved by allowing students to choose the classes that they wish to take or classes that are beneficial for their future. Students aren't really learning things that can help them in the future such as basic reading and math.” Skye's comment captures the fact that schooling experiences of American children is far from homogenous and the multitudes of factors that shape their beliefs, behaviors, performance, and identities vary dramatically based on the context, systems, and learning environments. On this episode, Senior Research Associate and Director of the Equitable Learning and Development Group at the University of Chicago Consortium on School Research, Camille Farrington, Ph.D., discusses how school structures and teacher practices can and do empower young learners to make sense of their daily schooling experiences and help transform them into well-prepared young adults. About Camille A FarringtonCamille A. Farrington is a Senior Research Associate and Director of the Equitable Learning & Development Group at the University of Chicago Consortium on School Research. Her work focuses on understanding learning environments as constructed, developmental spaces in the context of systemic racism and inequality. She seeks to understand how young people make sense of daily schooling experiences and how school structures and teacher practices shape students' beliefs, behaviors, identities, performance, and development.  As a principal investigator for the Equitable Learning & Development Project/Next System Learning Collaborative and the Building Equitable Learning Environments (BELE) Network, she collaborates with educators, scholars, students, and families to reimagine and transform public education to support human learning, development, and well-being. Camille's publications include Foundations for Young Adult Success: A Developmental Framework (2015); Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance (2012); and Failing at School: Lessons for Redesigning Urban High Schools (2014). Camille's research draws on her 15-year experience as a public high school teacher. She holds a BA from the University of California Santa Cruz and a Ph.D. in Policy Studies in Urban Education from the University of Illinois at Chicago. Website:https://consortium.uchicago.edu/equitable_learning_and_developmentHelpful Articles:Measure Learning Environments, NotJust Students, to Support Learning and DevelopmentAcademic Mindsets as a Critical Component of Deeper Learning About Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

This episode features a conversation with Rachel Graham, Director of Programs at the Lefkofsky Family Foundation in Chicago, founded by Liz and Eric Lefkofsky. The Foundation has made middle grades a singular focus for its education funding, important in a city where young adolescents have the opportunity to apply to enroll in one of many selective and specialty high schools outside their neighborhood. The Foundation’s Success Bound program helps Chicago K-8 elementary schools use developmental science to better prepare their middle grades students to be thoughtful and planful of their futures as they make consequential decisions in their choice of high school.Jason and Rachel talk about why the Foundation chose to focus on middle grades, how the Success Bound program came to be, how the Foundation works with educators in communities of practice to integrate the programming schoolwide, what the Foundation is learning about changes in practices, behaviors and student outcomes tied to young adolescent development and the transition into high school, and how middle school can become more central to the national education agenda, and why philanthropy should see young adolescents in middle schools as an opportunity for investment. *Note for transparency, the Lefkofksy Family Foundation is a funder of Remaking Middle School.Additional Readings and ResourcesSuccess BoundLefkofsky Family FoundationScience of Learning and Development AllianceA Nation At Hope: Recommendations from the National Commission on Social, Emotional and Academic Development, The Aspen InstituteChicago Public Schools high school open enrollmentThe On-Track Indicator as a Predictor of High School Graduation, University of Chicago Consortium on Chicago School ResearchGallup Student PollThe Opportunity Myth: What Students Can Show Us About How School Is Letting Them Down—and How to Fix It, TNTP, 2018.

This episode features a conversation with Ashley Leonard and Jen Ciok from the University of Chicago. Ashley is the associate director of the To&Through Project Middle Grades Network, an initiative within the University’s Urban Education Institute. Jen is a school coach, working with Ashley to offer middle grades educators in a cohort of Chicago public schools support in solving problems of practice specific to the middle grades, using the University’s extensive data and research resources. Ashley, Jen and Jason talk about some of the specific research and tools the University of Chicago has produced around young adolescent learning and development that they are able to offer their partner schools, how they selected schools to participate in the project and what they are doing to set up educators to work within and across schools on problems of practice specific to middle grades, the challenges and opportunities their school partners are wrestling with, and what they are learning that could be helpful to the broader field.Additional Readings and ResourcesUniversity of Chicago To&Through ProjectTo&Through Data ToolMiddle Grades Network Pilot Cohort webpageMiddle Grades Network Op-ed University of Chicago Consortium on Chicago School ResearchOn-Track IndicatorTeaching Adolescents to Become Learners, Camille A. Farrington, Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, Tasha Seneca Keyes, David W. Johnson, and Nicole O. Beechum, June 2012Looking Forward to High School and College: Middle Grade Indicators of Readiness in Chicago Public Schools, Elaine M. Allensworth, Julia A. Gwynne, Paul Moore, and Marisa de la Torre, November 2014.Foundations for Young Adult Success: A Developmental Framework, Jenny Nagaoka, Camille A. Farrington, Stacy B. Ehrlich, and Ryan D. Heath with David W. Johnson, Sarah Dickson, Ashley Cureton Turner, Ashley Mayo, and Kathleen Hayes, June 2015.Hidden Risk: Changes in GPA across the Transition to High School, Alex Seeskin, Jenny Nagaoka, and Shelby Mahaffie, October 2018.Network for College Success

Following a chaotic spring semester and extended school closures brought on by the COVID-19 pandemic, many students will require additional academic support as instruction resumes this fall. A new policy brief, coauthored by the University of Chicago Consortium on School Research's Elaine Allensworth and the Annenberg Institute's Nate Schwartz, offers some research-backed strategies for schools attempting to address student learning loss in the months ahead. Allensworth discusses the brief, the potential scope of learning loss, and a number of interventions and supports proven to accelerate learning for struggling students.

The coronavirus pandemic has taken a toll on our students. As we move into the summer, schools will need to understand the best way to address these issues.To understand what students have lost and how schools can help them recover, there’s no better person to talk to than Elaine Allensworth, the director of the University of Chicago Consortium on School Research. On this episode, she explains what the best research tells us about education during this crisis.

Gisele C. Shorter, of Raikes Foundation, and Camille Farrington, of University of Chicago Consortium on School Research, spoke with Matt Shea and Courtney Belolan at the Aurora Institute Symposium Voices Hub about initiatives that are supporting equitable learning environments and the conditions that foster them.

In Professor Angela Duckworth’s TED talk (https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance) , she says of her research: “One characteristic emerged as a significant predictor of success.  And it wasn’t social intelligence.  It wasn’t good looks, physical health, and it wasn’t IQ.  It was grit.” The effusive blurbs on the book cover go even beyond Professor Duckworth’s own dramatic pronouncements: Daniel Gilbert, the author of Stumbling on Happiness, says:  “Psychologists have spent decades searching for the secret of success, but Duckworth is the one who has found it…She not only tells us what it is, but how to get it.”  Susan Cain, author of Quiet: The power of introverts in a world that can’t stop talking (which we’ve looked at previously in an episode on supporting your introverted child (https://yourparentingmojo.com/introversion/) ) says: “Impressively fresh and original…Grit scrubs away preconceptions about how far our potential can take us…Buy this, send copies to your friends, and tell the world that there is, in fact, hope.  We can all dazzle.”  Don’t we all want to dazzle?  Don’t we all want our children to dazzle?  Is grit the thing that will help them do it? It turns out that Professor Duckworth’s own research says: perhaps not.  Listen in to learn how much grit is a good thing, how to help your child be grittier, and why it might not be the factor that assures their success.   Other episodes mentioned in this show How to support your introverted child (https://yourparentingmojo.com/introversion/) Why you shouldn’t bother trying to increase your child’s self-esteem (https://yourparentingmojo.com/selfesteem/) References Crede, M., Tynan, M.C., & Harms, P.D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology 113(3), 492-511. Del Giudice, M. (2014, October 14). Grit trumps talent and IQ: A story every parent (and educator) should read. National Geographic. Retrieved from http://news.nationalgeographic.com/news/2014/10/141015-angela-duckworth-success-grit-psychology-self-control-science-nginnovators/ Denby, D. (2016, June 21). The limits of “grit.” The New Yorker. Retrieved from https://www.newyorker.com/culture/culture-desk/the-limits-of-grit Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology 92(6), 1087-1101. Full article available at https://www.ronaldreaganhs.org/cms/lib7/WI01001304/Centricity/Domain/187/Grit%20JPSP.pdf Duckworth, A.L., & Yeager, D.S. (2015). Measurement matters: Assessing personal qualities other than cognitive abilities for educational purposes. Educational Researcher 44(4), 237-251. Duckworth, A.L. (2016). Grit: The power of passion and perseverance (http://amzn.to/2FbPJhw) . New York, NY: Scribner. (Affiliate link) Eskreis-Winkler, L., Shulman, E.P., Young, V., Tsukayama, E., Brunwasaser, S.M., & Duckworth, A.L. (2016). Using wise interventions to motivate deliberate practice. Journal of Personality and Social Psychology 111(5), 728-744. Farrington, C.A., Roderick, M., Allensworth, E., Nagoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance: A critical literature review. The University of Chicago Consortium on Chicago School Research. Retrieved from https://consortium.uchicago.edu/sites/default/files/publications/Noncognitive%20Report.pdf Forsyth, D.R., & Kerr, N.A. (1999, August). Are adaptive illusions adaptive? Poster presented at the annual meeting of the American Psychological Association, Boston, MA. Hannon, B. (2014). Predicting college success: The relative contributions of five social/personality factors, five

Director of the University of Chicago Consortium on School Research Elaine Allensworth joins CPRE Knowledge Hub Director Bobbi Newman to talk about her study, The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools, recently published in Educational Evaluation and Policy Analysis. Allensworth analyzes the positive and negative impact on students who attend a higher performing school. Have thoughts on this podcast? Head to KH Conversations, our discussion forum, and join in the conversation!

Download We have an awesome time speaking with SSDP's Drug Education Manager, Dr. Vilmarie Narloch. Vilmarie is making a big difference with drug safety in the US and internationally with SSDP's education program 'Just Say Know.' During the show we discuss Vilmarie's work with policy around the Good Samaritan laws and other impressive and impactful harm reduction projects. We also discuss some of the pressure from various elements in the government regressing rules, like some law enforcement offices refusing to use Narcannaloxone to help save the lives of people overdosing. This episode is a dose of compassion and gives perspective about the different impacts from the drug war and prohibition. If you are a student who wishes to get involved in drug policy work, please check out the work that SSDP is doing. If you do not have a chapter at your school or university, start one today! Vilmarie also joins us in our course Navigating Psychedelics for a master class featuring harm reduction strategies and more. Be sure to sign up today to learn more from Vilmarie and many others! About Students For Sensible Drug Policy (SSDP) Students for Sensible Drug Policy (SSDP) is the only international network of students dedicated to ending the war on drugs. At its heart, SSDP is a grassroots organization, led by a student-run Board of Directors. We create change by bringing young people together and creating safe spaces for students of all political and ideological stripes to have honest conversations about drugs and drug policy. Founded in 1998, SSDP is comprised of thousands of members at hundreds of campuses in countries around the globe. About Just Say Know Just Say Know is a series of drug education modules aimed at promoting open and honest dialogue around commonly used substances. The program aims to equip young people with harm reduction tools and skills as it relates to the specific substance, but can be applied to substance use generally. Students for Sensible Drug Policy believes that students should be an overall part of any campus and community prevention and intervention strategy. Our SSDP Peer Education program seeks to empower students in our network to analyze the relationship between drug policy and drug use by providing evidence-based drug information, teaching students to recognize and address dangerous behaviors and unhealthy attitudes, and promoting prosocial and harm reduction oriented behaviors and attitudes. [youtube https://www.youtube.com/watch?v=5Fcl6NZ1AFs] Show Notes/Links Students for Sensible Drug Policy Vilmarie Narloch - SSDP Staff Profile Fentanyl Test Strips Naloxone - The Fight for the Overdose Cure - The Atlantic SSDP's 911 Good Samaritan Policy Guide Drug Overdose Immunity and Good Samaritan Laws Ohio's police chief and refusal of Narcan  Vilmarie Narloch PsyD. - Bio Vilmarie Narloch, PsyD., is the Drug Education Manager at Students for Sensible Drug Policy. In this role, Vilmarie oversees the development and implementation of the SSDP Peer Education program, which is a training program for SSDP Members to become certified to deliver our drug education program, Just Say Know, to their peers. Vilmarie is passionate about reforming drug education in the U.S. and abroad, and has dedicated years of study on the topic for her dissertation. Vilmarie has taken on this position because as an organization driven by students with exceptional knowledge on drug policy and other drug use related issues, SSDP is uniquely positioned and qualified to be developing a drug education program. Additionally, Vilmarie educates staff and the network on the current state of research and treatment issues with regard to substance use disorders and mental health. Vilmarie aims to aid in the connection of policy and practice by helping our network understand the impact of policy on access to treatment and care while utilizing the latest research. Vilmarie earned her M.A. in Counseling and Psychological Services from Saint. Mary’s University of Minnesota, and a Psy.D. in Clinical Psychology. During her time at Roosevelt, she was a graduate research assistant with Roosevelt University’s Illinois Consortium on Drug Policy. Her work at ICDP included research support, report co-authorship and event planning and coordination. Vilmarie’s interests in drug education, access to treatment, and harm reduction policy and practice have led her to numerous projects, including the provision of counseling and harm reduction services to students at the School of the Art Institute of Chicago and DePaul University, serving as a member of the Chicago Consortium on College Alcohol Harm Reduction, a predoctoral internship in the Adult Behavioral Services department in a local public health department, and a postdoctoral fellowship in a small prviate agency, where she provided therapy for individuals, couples, families, and groups in addition to supervising interns. Additionally, Vilmarie has been an adjunct instructor teaching undergraduate and graduate courses in psychology and substance use disorder treatment. She has dedicated her studies and clinical work to advance Harm Reduction as the standard of practice for substance use disorders. In doing so, she has sought opportunities to educate others in her field about harm reduction, including her students. Vilmarie’s dissertation, titled, “What Youth Want: Developing a Drug Education Curriculum Based on Youth Guidance and Evidence-Based Principles,” inspired her to continue to advocate for effective drug education on a professional level, which led to her current position at SSDP. Additionally, Vilmarie’s next personal career goal is to become trained to deliver psychedelic psychotherapy, which she considers to be the future of psychological practice.