Roughly half of all incoming ninth-graders across urban districts will fail classes and drop out of school without a diploma. Failing at School starts with the premise that urban American high schools generate such widespread student failure not because of some fault of the students who attend them, but because high schools were designed to stratify achievement and let only the top performers advance to higher levels of education. This design is particularly detrimental for low-income, racial/ethnic minority students. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of educational systems and structures would best support their learning. Book Features: <ul>
<li> Offers concrete strategies for redesigning high schools based on four dimensions of student achievement―structural, academic, developmental, and motivational.</li> <li> Highlights the voices of students to illustrate fundamental problems with the way we currently “do school.”</li> <li> Addresses the new Common Core State Standards and the potential of this major reform effort to move us toward equity and excellence.</li>
</ul>

Failing at School: Lessons for Redesigning Urban High Schools (the series on school reform)

Education & Teaching

Farrington, Camille A.

Schools & Teaching

Teachers' College Press

"Teaching Adolescents To Become Learners" summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies, and social skills, and proposes a framework for thinking about how these factors interact to affect academic performance, and what the relationship is between noncognitive factors and classroom/school context, as well as the larger socio-cultural context. It examines whether there is substantial evidence that noncognitive factors matter for students' long-term success, clarifying how and why these factors matter, determining if these factors are malleable and responsive to context, determining if they play a role in persistent racial/ethnic or gender gaps in academic achievement, and illuminating how educators might best support the development of important noncognitive factors within their schools and classrooms. The review suggests some promising levers for change at the classroom level, and challenges the notion that hard work and effort are character traits of individual students, instead suggesting that the amount of effort a student puts into academic work can depend, in large part, on instructional and contextual factors in the classroom. In addition, the review also presents challenges for future research on noncognitive factors. This work was supported by Raikes Foundation and Lumina Foundation.

Teaching Adolescents To Become Learners The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review

Johnson, David W.

Allensworth, Elaine

Nagaoka, Jenny

Roderick, Melissa

Keyes, Tasha Seneca

Beechum, Nicole O.

Consortium On Chicago School Research

Amid growing recognition that strong academic skills alone are not enough for young people to become successful adults, this comprehensive report offers wide-ranging evidence to show what young people need to develop from preschool to young adulthood to succeed in college and career, have healthy relationships, be engaged citizens, and make wise choices. It concludes that rich experiences combining action and reflection help children develop a set of critical skills, attitudes, and behaviors. And it suggests that policies should aim to ensure that all children have consistent, supportive relationships and an abundance of these developmental experiences through activities inside and outside of school.

Foundations for Young Adult Success: A Developmental Framework

Ehrlich, Stacy B.

Heath, Ryan D.

Dickson, Sarah

Turner, Ashley Cureton

Mayo, Ashley

Hayes, Kathleen

This research synthesis is designed to help teachers and principals support equitable outcomes for all students. It suggests ways teachers, administrators, and school support personnel can use insights from research to create Pre-K-12 schools and classrooms that advance educational equity.The synthesis brings together the UChicago Consortium's ground-breaking research on the influence of school climate on student achievement, the importance of mindsets and developmental experiences, as well as other leading education research. It draws attention to the critical role of engagement and mindsets in student success; how teachers and administrators can create strong school climates that support students and engage families as partners; and how responsive classrooms can enable all students to have strong academic engagement.

Supporting Social, Emotional, and Academic Development: Research Implications for Educators

Allensworth, Elaine M.

Gordon, Molly F.

Klein, Kylie

McDaniel, Bronwyn

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.This project, conducted as a partnership between Ingenuity and the University of Chicago Consortium on School Research, 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. The authors reviewed more than 200 studies on arts education spanning six decades. They also conducted focus groups and interviews with key participants in the arts education process—including educators, administrators, students, and parents—to evaluate evidence of the effects of arts education on social-emotional development in school and after-school settings. They found a widespread belief that arts education contributes to children’s and adolescents’ social-emotional development.

Arts Education and Social-Emotional Learning Outcomes Among K-12 Students: Developing a Theory of Action

Maurer, Joseph

Aska McBride, Meredith R.

Puller, J.S.

Shewfelt, Steve

Weiss, Elizabeth M.

Wright, Lindsay

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Books by Farrington, Camille A.