The majority of Chicago Public Schools students are not attaining the ACT scores they are aiming for, which they need to qualify for scholarships and college acceptance. In this report, CCSR researchers look at the reasons behind students' low performance and what matters for doing well on this test. CPS students are highly motivated to do well on the ACT, and they are spending extraordinary amounts of time preparing for it. However, the predominant ways in which students are preparing for the ACT are unlikely to help them do well on the test or to be ready for college-level work. Students are training for the ACT in a last-minute sprint focused on test practice, when the ACT requires years of hard work developing college-level skills. This study relies on qualitative and quantitative data for a cohort of students who were CPS juniors in 2005. This includes test scores from eighth to eleventh grade, student transcripts, CCSR surveys, and multiple interviews of students and teachers at three Chicago high schools. The report also incorporated 2007 data on CPS juniors and teacher surveys.
About the Author: ELAINE ALLENSWORTH, PHD is the Executive Director of UChicago CCSR. She conducts research on factors affecting school improvement and students' educational attainment, including high school graduation, college readiness, curriculum and instruction, and school organization and leadership. MACARENA CORREA is a former research analyst at UChicago CCSR. She eceived her BA in psychology from Harvard College and her EdM from the Harvard Graduate School of Education (HGSE) where her focus was administration, planning, and social policy. STEVE PONISCIAK is an Associate Researcher at the Wisconsin Center for Education Research (WCER). He works in the Value Added Research Center at WCER and in the Department of Applied Research at Chicago Public Schools. He earned a BS in mathematics from the University of Notre Dame and earned his PhD from the Institute of Statistics and Decision Sciences at Duke University, where his dissertation was focused on Bayesian analysis of teacher effectiveness. The University of Chicago Consortium on Chicago School Research (UChicago CCSR) builds the capacity for school reform by conducting research that identifies what matters for student success and school improvement. Created in 1990 after the passage of the Chicago School Reform Act that decentralized governance of the city's public schools, UChicago CCSR conducts research of high technical quality that can inform and assess policy and practice in the Chicago Public Schools. UChicago CCSR studies also have informed broader national movements in public education. UChicago CCSR encourages the use of research in policy action and improvement of practice but does not argue for particular policies or programs. Rather, UChicago CCSR helps to build capacity for school reform by identifying what matters for student success and school improvement, creating critical indicators to chart progress, and conducting theory-driven evaluation to identify how programs and policies are working.