MARISA DE LA TORRE is an Associate Director at UChicago CCSR. Before joining UChicago CCSR, she worked for the CPS Office of Research, Evaluation, and Accountability. She received a master’s degree in Economics from Northwestern University. 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. SANJA JAGESIC is a Research Assistant at UChicago CCSR. She holds an MA in Sociology from the University of Chicago and a BA in Sociology and German from Wellesley College. She is currently working toward her PhD in Sociology at the University of Chicago. JAMES SEBASTIAN is a Senior Researcher at UChicago CCSR. He received his MS and PhD in Educational Leadership and Policy Analysis from the University of Wisconsin Madison. MICHAEL SALMONOWICZ is a doctoral candidate at the University of Virginia’s Curry School of Education and a former Research Analyst at UChicago CCSR. He was a CPS teacher for three years. COBY MEYERS is a researcher at the American Institutes for Research. He received his MA in secondary education from the University of Kentucky and his PhD in education leadership, policy, and organizations at Vanderbilt University. DEAN GERDEMAN is a Principal Researcher on the Education, Human Development, and the Workforce team at the American Institutes for Research. 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, 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.