From High School to the Future: Potholes on the Road to College (Paperback) (ISBN-13: 9780978738372)

MELISSA RODERICK, PHD, is the Hermon Dunlap Smith Professor at SSA and a co-director at UChicago CCSR where she leads the organization's postsecondary research. Professor Roderick is also the co-director of the Network for College Success, a network of high schools focused on developing high-quality leadership and student performance in Chicago's high schools. JENNY NAGAOKA is the Deputy Director of UChicago CCSR. Her current work uses linked quantitative and qualitative methods to examine the relationship among high school preparation, college choice, and postsecondary outcomes for CPS students. VANESSA COCA is a second year doctoral student in the Sociology of Education program at Steinhardt School of Culture, Education, and Human Development at New York University. She is also a Research Assistant at the Research Alliance for New York City Schools. ELIZA MOELLER is the Lead Qualitative Analyst for the Chicago Postsecondary Transition Project, which is based at the School of Social Service Administration and is a sponsored project of UChicago CCSR. She also heads the project's Data Practice Collaborative. 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.