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,
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:
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...
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,
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:
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...
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