Elaine Allensworth
Biographic Data
| ID | 4810251 |
|---|---|
| NAME | Elaine Allensworth |
| GIVEN NAMES | Elaine |
| FAMILY NAME | Allensworth |
| SIGNATURE | ALLENSWORTH E |
| AFFILIATIONS | University of Chicago |
| ORCID | 0000-0002-1795-5351 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 145 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Variability in the Grades Teachers Give: Teacher Grade Value-Add, Mismatch, and Long-Term Effects
We identify systematic differences in ninth-grade teachers’ effects on students’ course grades in their class (ninth-grade grade value-add), their persistent effects on students’ grades in the same subject of the next grade (tenth-grade grade value-add, representing effectiveness at academic preparation), and mismatch between the grades they give and students’ subsequent performance (representing inaccurate measurement). Persistent effects and mi…
Local success in the standards era
The Common Core State Standards and Next Generation Science Standards were adopted in the early 2010s in most U.S. states with high hopes of improving educational achievement and equity. Almost a decade later, there is little evidence of the hoped-for improvements at the state and national level. However, state and national averages obscure gains that occurred in particular schools and districts. Elaine Allensworth, Laura M. Desimone, and Latrice…
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…
Response to Technical Comment on Rickles, Heppen, Allensworth, Sorensen, and Walters (2018)
In response to the concerns White raises in his technical comment on Rickles, Heppen, Allensworth, Sorensen, and Walters (2018), we discuss whether it would have been appropriate to test for nominally equivalent outcomes, given that the study was initially conceived and designed to test for significant differences, and that the conclusion of no difference was not solely based on a null hypothesis test. To further support the article’s conclusion,…
Pre-kindergarten attendance matters: Early chronic absence patterns and relationships to learning outcomes
Online Credit Recovery and the Path to On-Time High School Graduation
Many high schools use online courses to allow students to retake failed classes in an effort to help get students back on track and graduate. However, there is limited evidence available on the effectiveness of online credit recovery in improving students’ long-term outcomes compared with traditional face-to-face credit recovery courses. In this paper, we examine longer term outcomes for ninth graders who failed Algebra I and were randomly assign…
The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning
School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are enhanced by promoting teacher influence in all aspects of school organization or whether it is better for principals to directly work on certain processes while delegating infl…
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…
The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Mediated Pathways to Learning
Purpose: This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent–community ties, and the school’s learning climate. It identifies paths through which leadership explains differences in achievement and instruction between schools and differences in instruction among teachers within the same school. Research…
Organizing Schools for Improvement: Lessons from Chicago
Alexander Elementary School and Hancock Elementary School began the 1990s as two of the worst schools in Chicago in terms of math and reading achievement. Only two miles apart, the schools are in bordering neighborhoods and appear similar in many ways. Both enrolled nearly 100% minority students from families considered low income.
Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy
We present the concept of instructional program coherence and explain why school improvement frameworks that incorporate instructional program coherence are more likely to advance student achievement than multiple, unrelated efforts. We present evidence that Chicago elementary schools with stronger instructional program coherence make higher gains in student achievement. We also share observations on how, in specific schools, principals and exter…
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
Organizing Schools for Improvement: Lessons from Chicago
Alexander Elementary School and Hancock Elementary School began the 1990s as two of the worst schools in Chicago in terms of math and reading achievement. Only two miles apart, the schools are in bordering neighborhoods and appear similar in many ways. Both enrolled nearly 100% minority students from families considered low income.
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
The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning
School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are enhanced by promoting teacher influence in all aspects of school organization or whether it is better for principals to directly work on certain processes while delegating infl…
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
Online Credit Recovery and the Path to On-Time High School Graduation
Many high schools use online courses to allow students to retake failed classes in an effort to help get students back on track and graduate. However, there is limited evidence available on the effectiveness of online credit recovery in improving students’ long-term outcomes compared with traditional face-to-face credit recovery courses. In this paper, we examine longer term outcomes for ninth graders who failed Algebra I and were randomly assign…
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…
Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy
We present the concept of instructional program coherence and explain why school improvement frameworks that incorporate instructional program coherence are more likely to advance student achievement than multiple, unrelated efforts. We present evidence that Chicago elementary schools with stronger instructional program coherence make higher gains in student achievement. We also share observations on how, in specific schools, principals and exter…
Organizing Schools for Improvement: Lessons from Chicago
Alexander Elementary School and Hancock Elementary School began the 1990s as two of the worst schools in Chicago in terms of math and reading achievement. Only two miles apart, the schools are in bordering neighborhoods and appear similar in many ways. Both enrolled nearly 100% minority students from families considered low income.
The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Mediated Pathways to Learning
Purpose: This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent–community ties, and the school’s learning climate. It identifies paths through which leadership explains differences in achievement and instruction between schools and differences in instruction among teachers within the same school. Research…
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…
The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning
School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are enhanced by promoting teacher influence in all aspects of school organization or whether it is better for principals to directly work on certain processes while delegating infl…
Pre-kindergarten attendance matters: Early chronic absence patterns and relationships to learning outcomes
Online Credit Recovery and the Path to On-Time High School Graduation
Many high schools use online courses to allow students to retake failed classes in an effort to help get students back on track and graduate. However, there is limited evidence available on the effectiveness of online credit recovery in improving students’ long-term outcomes compared with traditional face-to-face credit recovery courses. In this paper, we examine longer term outcomes for ninth graders who failed Algebra I and were randomly assign…
Response to Technical Comment on Rickles, Heppen, Allensworth, Sorensen, and Walters (2018)
In response to the concerns White raises in his technical comment on Rickles, Heppen, Allensworth, Sorensen, and Walters (2018), we discuss whether it would have been appropriate to test for nominally equivalent outcomes, given that the study was initially conceived and designed to test for significant differences, and that the conclusion of no difference was not solely based on a null hypothesis test. To further support the article’s conclusion,…
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…
Local success in the standards era
The Common Core State Standards and Next Generation Science Standards were adopted in the early 2010s in most U.S. states with high hopes of improving educational achievement and equity. Almost a decade later, there is little evidence of the hoped-for improvements at the state and national level. However, state and national averages obscure gains that occurred in particular schools and districts. Elaine Allensworth, Laura M. Desimone, and Latrice…
Variability in the Grades Teachers Give: Teacher Grade Value-Add, Mismatch, and Long-Term Effects
We identify systematic differences in ninth-grade teachers’ effects on students’ course grades in their class (ninth-grade grade value-add), their persistent effects on students’ grades in the same subject of the next grade (tenth-grade grade value-add, representing effectiveness at academic preparation), and mismatch between the grades they give and students’ subsequent performance (representing inaccurate measurement). Persistent effects and mi…
Psychology (11 works) · Mathematics education (9 works) · Computer Science (6 works) · Mathematics (5 works) · Political science (5 works) · School Choice and Performance (5 works) · Teacher Education and Leadership Studies (5 works) · Academic achievement (4 works) · Economics (4 works) · Educational Assessment and Improvement (4 works)