Elaine M Allensworth
Biographic Data
| ID | 4257191 |
|---|---|
| NAME | Elaine M Allensworth |
| GIVEN NAMES | Elaine M |
| FAMILY NAME | Allensworth |
| SIGNATURE | ALLENSWORTH E M |
| AFFILIATIONS | University of Chicago, Consortium on Chicago School Research |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 57 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 5 |
High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools
High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We found students with the same HSGPA or the same ACT score graduate at very different rates based on which h…
Pre-kindergarten attendance matters: Early chronic absence patterns and relationships to learning outcomes
Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures
In 2003, Chicago schools required students entering ninth grade with below-average math scores to take two periods of algebra. This led to higher test scores for students with both above- and below-average skills, yet failure rates increased for above-average students. We examine the mechanisms behind these surprising results. Sorting by incoming skills benefitted the test scores of high-skill students partially through higher demands and fewer d…
Ethnic Transformation in Rural California: Looking Beyond the Immigrant Farmworker
Communities in rural California are becoming increasingly Latino. Using a quantitative database of 288 rural communities, together with qualitative data collected in the San Joaquin Valley, we examine the processes through which this ethnic transformation is occurring. Most studies have focused on Latino immigration as the cause of changing ethnic composition. We find that non-Latino population growth, as well as Latino population growth, account…
Earnings Mobility of First and “1.5” Generation Mexican-Origin Women and Men: A Comparison with U.S.-Born Mexican Americans and Non-Hispanic Whites
This study addresses the following questions: Are Mexican immigrants closing the earnings gap with greater time in the United States, compared to U.S.-born Mexican Americans and non-Hispanic whites? What factors are most important in determining their earnings? How are earnings determinants different for women versus men, and those who came to the United States as children, versus those who came as adults and those born in the United States? Data…
Earnings Mobility of First and "1.5" Generation Mexican-Origin Women and Men: A Comparison with U.S.-Born Mexican Americans and Non-Hispanic Whites
Elaine M. Allensworth, Earnings Mobility of First and "1.5" Generation Mexican-Origin Women and Men: A Comparison with U.S.-Born Mexican Americans and Non-Hispanic Whites, The International Migration Review, Vol. 31, No. 2 (Summer, 1997), pp. 386-410
High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools
High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We found students with the same HSGPA or the same ACT score graduate at very different rates based on which h…
Earnings Mobility of First and "1.5" Generation Mexican-Origin Women and Men: A Comparison with U.S.-Born Mexican Americans and Non-Hispanic Whites
Elaine M. Allensworth, Earnings Mobility of First and "1.5" Generation Mexican-Origin Women and Men: A Comparison with U.S.-Born Mexican Americans and Non-Hispanic Whites, The International Migration Review, Vol. 31, No. 2 (Summer, 1997), pp. 386-410
Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures
In 2003, Chicago schools required students entering ninth grade with below-average math scores to take two periods of algebra. This led to higher test scores for students with both above- and below-average skills, yet failure rates increased for above-average students. We examine the mechanisms behind these surprising results. Sorting by incoming skills benefitted the test scores of high-skill students partially through higher demands and fewer d…
Ethnic Transformation in Rural California: Looking Beyond the Immigrant Farmworker
Communities in rural California are becoming increasingly Latino. Using a quantitative database of 288 rural communities, together with qualitative data collected in the San Joaquin Valley, we examine the processes through which this ethnic transformation is occurring. Most studies have focused on Latino immigration as the cause of changing ethnic composition. We find that non-Latino population growth, as well as Latino population growth, account…
Pre-kindergarten attendance matters: Early chronic absence patterns and relationships to learning outcomes
Earnings Mobility of First and “1.5” Generation Mexican-Origin Women and Men: A Comparison with U.S.-Born Mexican Americans and Non-Hispanic Whites
This study addresses the following questions: Are Mexican immigrants closing the earnings gap with greater time in the United States, compared to U.S.-born Mexican Americans and non-Hispanic whites? What factors are most important in determining their earnings? How are earnings determinants different for women versus men, and those who came to the United States as children, versus those who came as adults and those born in the United States? Data…
Earnings Mobility of First and “1.5” Generation Mexican-Origin Women and Men: A Comparison with U.S.-Born Mexican Americans and Non-Hispanic Whites
This study addresses the following questions: Are Mexican immigrants closing the earnings gap with greater time in the United States, compared to U.S.-born Mexican Americans and non-Hispanic whites? What factors are most important in determining their earnings? How are earnings determinants different for women versus men, and those who came to the United States as children, versus those who came as adults and those born in the United States? Data…
Earnings Mobility of First and "1.5" Generation Mexican-Origin Women and Men: A Comparison with U.S.-Born Mexican Americans and Non-Hispanic Whites
Elaine M. Allensworth, Earnings Mobility of First and "1.5" Generation Mexican-Origin Women and Men: A Comparison with U.S.-Born Mexican Americans and Non-Hispanic Whites, The International Migration Review, Vol. 31, No. 2 (Summer, 1997), pp. 386-410
Ethnic Transformation in Rural California: Looking Beyond the Immigrant Farmworker
Communities in rural California are becoming increasingly Latino. Using a quantitative database of 288 rural communities, together with qualitative data collected in the San Joaquin Valley, we examine the processes through which this ethnic transformation is occurring. Most studies have focused on Latino immigration as the cause of changing ethnic composition. We find that non-Latino population growth, as well as Latino population growth, account…
Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures
In 2003, Chicago schools required students entering ninth grade with below-average math scores to take two periods of algebra. This led to higher test scores for students with both above- and below-average skills, yet failure rates increased for above-average students. We examine the mechanisms behind these surprising results. Sorting by incoming skills benefitted the test scores of high-skill students partially through higher demands and fewer d…
Pre-kindergarten attendance matters: Early chronic absence patterns and relationships to learning outcomes
High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools
High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We found students with the same HSGPA or the same ACT score graduate at very different rates based on which h…
Political science (4 works) · Demographic economics (3 works) · Demography (3 works) · Demography (3 works) · Economics (3 works) · Ethnic group (3 works) · Immigration (3 works) · Medicine (3 works) · Psychology (3 works) · Sociology (3 works)