University of Chicago and Schools

Schools outreach initiatives, charter schools, teacher continuing ed opportunities

A service of the Hyde Park-Kenwood Community Conference Schools Committee and the HPKCC website, www.
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Schools Hot Topics. Schools and Schools Committee home. Research results. Charters and UC Charter

See UC Gates schools and program and expanding charter school role;-- what are charter schools?, all about charters, relationship to the new clusters and Renaissance 2010.
To descriptions of Woodlawn Children's Promise Zone. Assets programs.

See CAGL- the UC Service Center is teaming up with Chicago Academic Games League, a committee of the Conference.
See also in After School Programs

To University of Chicago School and Education research results


" The ivory tower has been used often as a metaphor for universities: pristine, white, immune to what goes on round it, enclosing something precious and sealing it off from what surrounds it--creating a historical paradigm of retreat. Today the call to universities is to change this paradigm of retreat into a paradigm of engagement. Through research and teaching at the University of Chicago, our ultimate goal is to make great contributions to society, but we will not succeed in realizing that hope unless we engage the community around us in a productive way rather than steadily retreating to our own towers."
--Don Michael Randel, President, The University of Chicago, 2004.

The goals of the U of C schools according to Timothy Knowles in the May 26 2009? U of C Chronicle: (1)" provide students with a rigorous college-preparation program," (2) "serve as sites of professional development for Chicago Public Schools teachers and instructional leaders, and" (3) play a vital role in community building in the neighborhoods where they are located. " And the enablement must be for the struggling as well as the gifted.

Knowles added in a article in the August 24, 2005 Sun-Times: "No other University in the country is taking on this level of commitment....We are saying we will own and operate schools and want to be held accountable." It will use the "teaching hospital model" in which students actually teach in the schools--10 to 15 in schools with a few hundred pupils--a high ratio of teachers. It's "an incredible opportunity to prove that kids on the South Side can learn at high levels."

Nonetheless, there is a good-news, bad-news story here: Funding, although growing dramatically, cannot keep pace so that all the growing number of students participating in the in the Neighborhood Schools Program can be paid. This program places students in 51 Chicago public schools.

In June 2007, the charter school group, teacher training, and outcome-based general and urban education research programs were bundled as the Urban Education Institute (UEI- see below).

The University of Chicago has a long history of involvement with schools, starting with the years first president Wiliam Rainey Harper was president of the Chicago School Board, UC had managerial pweres, and John Dewey was at the University includign at the start of the Lab School. Beginning with the Sonnenschein administration (1990s), schools and public education became a strategic priority of the UC. The Consortium for Chicago School research, then under Penny Sebring, was ramped up and thinking was turned to how results of best practices to make urban schools better could be scaled up, including with partnerships with CPS and other systems, with the Urban Teacher Education Project, and with a one then a system of charter schools that among other things would be proving grounds. In addition, there was wide deployment of UC student tutors and programs, personnel, programs in the public schools, especially in Hyde Park and to the north and west (as UC neigbhborhod focus spread outward) and increasingly in Woodlawn leading to the Woodlawn Children's Promise Zone initiative. Focus, facility and enrollment were also scaled up at the Laboratory Schools.

What is the challenge? A 2006 study showed, according to Tim Knowles of UEI, only 6 percent of CPS ninth graders (and 2 and 1/2% of African American) were getting a college degree by age 25. 17% of nilnth grdaders were graduating from high school. It was necessary to get to the core, through how education is organized and behaves as an organization to create (or not) a pipeline to success. And to experiences way beyond testing. There are no silver bullets. Need to start with parenting and focusing on the whole course from zero to college and beyond. The purose of doing this is to arrive at a scalable pipeline and progdrams, not to boutique. And there are states and school districts that are doing it.
it also matters to bring along and keep the right teachers and give them real, real-time assessment tools (diaganostics).

The program is showing, according to former Donaghue and now Woodlawn principal Shayne Evans, that SouthSide kids can not just learn but be great, and have good experiences in the process. And schools can prepare kids for the future while recognizing that learning is individualized and kids learn different ways.


News, meetings, grants, et al.

UTEP, The UC Urban Teacher Educcation Program received a $11.6 million US Dept. of Education grant in April 2010 to allow it to teach 4 times as many new teachers in its unique 5-year residency and support program, for teacher certification in mathematics and science, and improve its curriculum and recruitment. The object is also to produce the hard assessment of what works and develop an expandable, exportable model. This includes 2 yers prpoaration and intense math and literacy instruction followed by as full year internship with a master teacher, then 3 years of support/mentorship. They have a retention rate of 90% still teaching after 5 years according to directro Kavita Kapadia Matsko.

U of C Network for College Success/Chicago Center for High School Leadership) program to train CPS principals about (approved and funded at $1.8 m by CPS in August 2009. Sarah Duncan is co-director)

The monthly plus professional development sessions of the past 4 years are a response to the findings of UC Prof. Melissa Roderick of the Chicago Consortium and with SSA: half CPS high school students don't graduate or go on to college. The NCS is a way principals can share data and practices. Co-director is Sarah Duncan. The 10 principals meeting now include from Dyett and Kenwood. If CPS adopts the program, it wil be known as the Chicago Center for High School Leadership, and it will offer one-year fellowships and internships to aspiring principals leading to placements.

At a UC Outreach forum April 2009, two principals highlighted the university's efforts to improve education in the community. Success at a four-year college is th main goal of the university's four charter schools, said Shayne Evans, director of the University of Chicago Charter School - Woodlawn Campus. The charters are outperforming other local schools in scores adn placement in selective-enrollment high schools, he said, but he warned against complacency. "We have god schools so far.. but good is the enemy of great," he said.

Elizabeth Kirby, principal of Kenwood Academy, said the university has been a close collaborator, sponsoring special programs in the school and sending in tutors to help students adn teachers. Rev. Marrice Coverson, who heads the Institute for Positive Living, an after-school literacy program in Bronzeville,said she felt the university could do more to engage students outside its charter system. Kirby said a university tutor was a personal lifeline to her when she was beginning her teaching career at Kenwood. Duel Richardson, director of neighborhood relations and education in the Office of Civic Engagement said that the university also reaches out to youth through the Office of Special Programs adn College Preparation, founded by the late coach and teacher Larry Hawkins. Top

National Institutes of Health has funded a four-part study of language learning among children.

The several programs of school research and support are being integrated in a new Urban Education Institute.

The Board of Trustees in spring 2008 gave the go ahead for planning and further fundraising for a renovation, expansion and reorganization of the Lab Schools. Part of this is to be able to attract more students nearby and from afar, take advantages of changes in pedagogy, fill in gaps in facilities, provide more financial aid, establish an early childhood center, and renovate the nursery schools.

Dell Foundation has added$2 m to the growing grants to the Center for Urban School Improvement and affiliates. This grant strengthens partner schools with profession development, coaching and consultation for leadership teams, customized support, and sharing of what's been learned. This network, formed in September 2005, now includes the U of C charter schools and ACE Technical Charter High Schools; four more are joining with several more (to 15 total) invited, all schools that share similar values. One purpose is to demonstrate all can learn at a high level. The values include commitment to rigorous intellectual work, instruction based on distributed leadership and evidence-based decision-making, professional community, integrated academic and social supports, partnerships with parents and communities, desire to really teach all.

The Graduate School of Business has scholarships available for students at Kenwood, Dyett and Hyde Park highs. Last year 9 students were given a total of $4,000. Goal in 2006 is to raise the minimum to $500. The program also hosts the "A Day as an MBA."

In August 2005 the University's Center for Urban School Improvement announced its largest grant ever from the MacArthur Foundation, $5 million. The money will endow the new UC and assisted charter schools, training for new CPS teachers, and research with an in-person and online video library on best practices.

CUS director Tim Knowles says,"No other University in the country is taking on this level of commitment....We are saying we will own and operate schools and want to be held accountable." CUSI will use the "teaching hospital model" in which students actually teach in the schools--10 to 15 in schools with a few hundred pupils--a high ratio of teachers. The Center has plans to set up a network of 20 schools citywide--5 its eventual charter elementary, middle and high schools and the rest new charter-like schools it will assist. This is in addition to the commitment to all the schools in CPS Area 15 and beyond.

MacArthur, which has given the Center several grants in the past totaling $5.6 million, says "We are impressed with the University of Chicago's commitment to urban education. And the center is playing an important role in improving neighborhoods on the South Side." Noted also by the Sun-Times is that flagship North Kenwood-Oakland Charter School has consistently outperformed in citywide test averages, and the fifth grade has outperformed the state average in math.


U. of C. plans middle school (to serve Donoghue and NKO grads, Grand Boulevard neighborhood)

Hyde Park Herald, September 19, 2007. By Nykeya Woods

The University of Chicago (U. of C.) is opening another public school next year, this one just northwest of Hyde Park. The proposed middle school would be the second run by the university for the area and would be housed at vacant Woodson South, 4414 S. Evans Ave.

"[The building] has an architecture that is perfectly suited for the middle school design that we already have in place at our North Kenwood-Oakland campus for sixth, seventh an eighth graders," said Linda Wing, deputy director of the university's Center for Urban School Improvement.

Wing said that after opening Donoghue Campus in 2005 and the Woodlawn Campus last year, U. of C. has a proven record with public school development. Chicago Public Schools approached the university this summer about creating a school design for the building as part of Renaissance 2010, Wing said. Renaissance 2010 is the city's ambitious plan to shutter a number of public schools deemed underperforming or failing, then reopening them with entirely new faculty and programming.

"The building is arranged so that there are clusters of classrooms, and they open up to a common area, with three clusters on each floor", Wing said.

The university will hold a meeting next Monday, Sept. 24, at Woodson South, Wing said, where parents and residents can learn about the proposal and its impact on the neighborhood. The university expects that students from Donoghue, the NOrth Kenwood-Oakland Charter School and community residents would fill Woodson, according to Wing. "Those clusters enable us to group middle school students into different interest groups where they take courses in different areas, in classes that re small but also still allow for interaction," Wing said.

"I want the community to come out and hear about the model and ask any question of the design team that they feel necessary," said Kim Davis-Ambrose, a facilitator for Woodson's Transitional Advisory Council (TAC). "Any question that they could think to possibly ask the University of Chicago, this is the time to do it."

TACs are groups of community stakeholders who give a recommendation to CPS Chief Arne Duncan about whether a proposed school is appropriate or not. Davis-Ambrose said that this community meeting is the last step in the approval process. "Once we have this community forum, the TAC wil get a vibe from the community of what they feel and if U. of C. would be good for the building," Davis-Ambrose said. Davis-Ambrose said that another team had proposed an alternative design to the university's, but they dropped out of the proposal race.

between 25 and 50 slots will be open to the community--an ample number given demand, according to Davis-Ambrose. "I'm getting information that there aren't a large amount of kids to fill those spots within the community," Ambrose-Davis said. When the design is picked, it will open in 2008...


President Zimmer says why UC engagement with public schools is important

Herald (in Oct. 23 2006 interview): Why is it important for the university to work with Chicago Public Schools through charter schools and scholarships:
Zimmer: The work the university does with Chicago Public Schools is two fold. It is connected directly to that larger academic purpose. Second, it provides a means of access to students who generally come from less affluent families. All universities play an important role in this country in terms of bringing families and bringing students from less financially advantaged situations into a more mainstream economic situation. That is a piece of and a positive goal of the university system in this country. Top

School of Social Service Administration holds Community Schooling Conference 2005.

By Joanne Howard. From the Summer 2005 Conference Reporter

Did you know the School of Social Service Administration (SSA) at the University of Chicago had a Community Schools Program? SSA has been actively engaged in helping to make K-12 education in Chicago better. With the leadership of University President Don Randel, Dean Jean Marsh of SSA, and a sizable contribution from James and Judith Dimon, civic leaders, and long-term advocates for school reform, the University of Chicago is making its mark on education in Chicago.

SSA held an all-day conference in July to promote the community schools concept. "Community Schooling: It's a Process, not a Program" discussed the essential supports and processes of community schooling. The program was attended by principals, representatives of community-based organizations, resource coordinators, technical assistance providers, and funding organizations. The conference was coordinated by the watchful eyes of Sarah Duncan, Coordinator, and April Porter, Associate Coordinator of the Community Schools Program at SSA.

The concept of community schooling brings together the academic and social supports needed to ensure that all students succeed by offering programs before, during, and after the school day for students and their families. The programs are designed to support the academic program at a school to expand the services offered within the community. Programs offered at each school vary, but most Community schools in Chicago offer some combination of academic enrichment activities for students, adult education and English as a Second Language classes, student and adult technology training, art activities, recreation and health services.

The University is engaged in a holistic approach to improving Chicago schools by helping to train school practitioners and conducting research on issues relevant to policy makers. For additional information on SSA, please visit their web site at


New Committee on Education formed at U of C, uses South Side Schools as research source and beneficiary, see also UTEP, below

New Committee on Education a two way street with schools, communities

From the March 16 2006 Chronicle. By William Harms

New Committee on Education will build exchange of effective ideas

The University's new Committee on Education, which will pioneer an effort to build an exchange of teaching methods and ideas between school practitioners and education researchers, has been established as part of the Division of Social Sciences [Chair Stephen Raudenbush].....

The Committee will promote interdisciplinary exchange among scholars whose research focuses on education. The Committee will sponsor an ongoing workshop on education, administer training grants in educational research and foster connections among education-related programs in existing departments and schools- including the SSA's Community Schools Program, the Urban Teacher Education Program, and courses in educational psychology, educational sociology, economics of education, social work and educational policy.

At the same time, the Committee will promote discourse between scholars and educational practitioners involved in the University's Urban Education Initiative (UEI). The aim is advance scholarship on schooling while supporting UFEI's commitment to reflective practice. A vigorous fund-raising effort will support this effort. This...create[s] an opportunity to develop a unique and exciting approach to educational scholarship that will gain national recognition and bring credit to the University, Raudenbush said.

The Center for Urban School Improvement.. charter schools provide and excellent opportunity for researchers to to learn about effective practices...."At Donoghue School... entering student literacy scores were significantly below grade level," he said. "The principal decided to give all of the students five hours of literacy work each day. This is something that could not have happened in a conventional school setting." As a result of this intervention, the students' literacy skills improved dramatically [from 2 of 50 at grade level to 26 after 3 months].

Traditional education research looks at conventional practices in the classroom and not at innovations such as this intervention that can have significant impact, Raudenbush said. [He] said the committee will study what works effectively among disadvantaged student in Chicago and accordingly suggest ways to improve teaching and learning in schools across the city and around the country. R... will work with others on a monograph titled The Chicago Model for Urban Schools Part I: Primary Schools, which will document effective practices in the charter schools in order to disseminate successful practices....

Students can again earn a masters in teaching and CPS teaching certificate K-9 at the same time.

The University long had a pioneering and highly successful School of Education, forming part of the University's reputation as the "teacher of teachers." Initial head was John Dewey, for whom the Laboratory Schools were built. Another noted head was Claude Reavis. In the 1990s the University Administration felt there were problems with the program and decided to go in different directions in its research, training and outreach programs and structure. As these have grown enormously, the current administration has decided to move back toward a structured program, a Committee on Education, intended to recruit students young through mid-career to advance their understanding and skills in pedagogy and the field of education at Chicago.

Charles Lewis and wife (?) Penny Bender Sebring of the Lewis-Sebring family foundation have given the University $5 million for the Committee on Education endowed chair and endowed heads the Urban School Initiative and its other components, Consortium on Chicago School Research and Center for Urban School Improvement.

Stephen Raudenbush, a leading scholar on advanced ethnology of research into education and devoted to improving urban schools, will be the Lewis-Sebring Chair in Education and Professor in Sociology. His wife, a noted education analyst, passed away before she could join the Committee.

The approach and structure is interdisciplinary, bringing together faculty from many departments an schools on common projects. An initial focus is, What are the most critical issues and social fabric affecting urban schools and how can these be effectively understood and solutions found and applied? Improved measurement and interpretation of performance is a major focus of Raudenbush.

Actually, the Committee is the first of its kind in terms of research breadth to address to goal of interdisciplinarity. Faculty come from economics, psychology, public policy, human development, math, social service, and sociology. One object is to create a joint monograph pointing the way to improved quality of public education--the kind of study that, Raudenbush said, is not coming out of the education schools, or indeed anywhere else. The charter schools will of course be an integral part of this South Side based research process.


Summary of some Education initiatives for Woodlawn, disclosed at public meeting July 2005: The University opened the SSA for Hyde Park High's summer program during school construction. The Urban Schools program has a large number of tutors assisting teachers in classrooms in Woodlawn and other nearby neighborhood schools. The University Schools Technology Initiative is wiring the schools. The Center for Urban Schools is meeting with and training with the teachers and principals of all Area 15 at Bret Harte. One of the next of several UC charter schools was virtually promised at that meeting to be in Woodlawn. The Harris Recreational Center may not be the only new venue for getting Woodlawn kids off the street--officials said they will revisit some old--and affordable--programs dropped along the way. Top

University celebrates successes of it CPS Scholars Program.

The program gives 5 full-tuition scholarships to 5 CPS outstanding graduates each year. It started with a 4-year grant from the Crown Foundation and is now a permanent supported program. Administrators say the success is partly due to steady improvement in the CPS product, which has increased the eligible pool, and partly the outstanding record of the selectees. CPS CEO Arne Duncan concurred. The number of applicants also has risen from 137 initially to 208 in spring 2006. A total of 20 have now been in the program and have excelled in the arts, mathematics, paleontology (working with Paul Sereno), urban teaching, film production, and public health. In addition to this program, the Collegiate Scholars program brings 150 outstanding CPS students to campus each year to prepare them for admission to leading universities.


Area 15 instructors, administrators in intensive program by UC Center for Urban School Improvement to match Bret Harte's gains.

The 110 from 22 schools convened at Ray School July 13 to engage in literacy professional development in Area 15/Urban School Improvement Summer Leadership Institute Reading Essentials. Held up as example was Bret Harte's (1556 E. 56th St.) improvement in ISAT scores in the past 3 years from under 50 percent to nearly 70% meeting state standards. For this achievement, Harte has been named a "Rising Star" school by CPS.

In the workshop, every school was to develop its own literacy plan. The object was also for all the schools of the Area to be coached by USI and share professional development area wide, something that has not been done before. Local schools include Canter, Harte, Kozminski, Ray, Reavis, and Shoesmith. (Murray is in Area 17.) Harte principal Michael Keno attributes the school's improvement to the program developed by UCI.


U of C Alumni Club of Chicago and Alumni for Public Schools partners with Austin Sexton Elementary School.

From the Chicago Fall 2007 Programs for Alumni: Over the past few months, the Alumni Club of Chicago has worked closely with Alumni for Public Schools (APS), in an effort to link University of Chicago alumni with volunteer opportunities in Chicago Public schools in the Hyde Park area. APS is a not-for-profit organization that facilitates partnerships between the Chicago Public Schools and the Chicago chapters of college and university associations, based on the school's needs and the club's resources.

Our Chicago Alumni Club has joined in partnership with Sexton Elementary School, 6020 S. Langley Avenue, Chicago, IL. Located just west of Cottage Grove and across the street from historic Washington Park, Sexton serves students from kindergarten through eighth grade. The school's proximity to the University of Chicago's Hyde Park campus and the abundance of volunteer opportunities for alumni make this partnership a natural fit. Alumni have already volunteered at Sexton's Family Reading Night, and tutored students in a Summer Literacy Camp targeted to first and second graders.

More events and activities are being planned for the 207-2008 school year, so we encourage you to become involved in this wonderful school community. For more information, please contact Carolyn Jannace,, or Oscar Anderson, To learn more about Sexton Elementary, please visit

Initiatives and programs (some not official)

Summary of UCs youth-related programs (see a full panoply in After School.)
it's part of a larger panoply:
South Side Scribblers targeted to Englewood and other struggling students, American Investment Fellows (high scholars learning to invest!), Civic Knowledge (Odyssey, Neighborhood Writing Alliance for disadvantaged adults esp. in Hyde Park area), SmARTkids, Career Pathways Initiative jobs and training for Woodlawn, Neighbors-Law School tutoring program esp. for Hyde Park high schoolers

  • ArtShould. A collective of U of C art students that has evolved from studying aspects of art into a community outreach and tutoring program in Ray, and soon other schools, focusing on what the kids would not have found either in regular curriculum nor usual afterschool programs, including nontraditional materials, media, and pop/kid culture themes. The teachers also themselves learn at separate seminars. Playful fun and access help build bonds between children and teachers. Alex Spacht, head of teaching and community outreach and Natasha Davis.
  • University of Chicago Civic Knowledge Project: Hannah Jacoby coordinates Winning Words: Orate, Debate, and Enact/Verbal Arts for Democratic Practice, a year-long after-school program for high and middle school students. Other short and extended programs also provide opportunities to experience a college curriculum. 1115 E. 58th St. Walker 009. 773 834-3929.
    SPLASH- brings high school kids to UC campus for a day of sample immersion classes. Coordinator Luke Joyner.
  • Chicago Scholarship Foundation. A UC-related student organization that makes college a reality for poorer students and and provides real mentoring, resources, tutoring is the Chicago Scholarship Foundation (formerly Scholarship Chicago.) It covers the five-year stretch from college application to college graduation and job-finding. It has matriculated students from 87 schools public and private. It interviews juniors for 55 spots plus 20 more through partners, selecting for drive and promise, not "achievement." GPA 2.5-5, AP or not acceptable. It does not target specific ethnic or economic groups and has students from nearly every city neighborhood and ethnic group, and tries to target the most needy and the whole city. 54% of families have have income under $20,000 and some over $100,000-- income doesn't tell the need story! It's not the financial help (which usually includes only a crucial bit such as $5,000 over 5 years--used to leverage into a total of $1 million a year other scholarships) but the mentorship that sets this program apart. Workshops and events are critical elements, including helping the students find their resources, financial and other, apply et al. A big event is one that is far more than a fair with many colleges of many kinds interviewing-- there is a college for every student. Then, when in college, an older student at that college becomes the student's mentor. It's about building community. Then there are the summer workshops with career-directed corporate internships that also teach community involvement. Meseret Negash, Dir. of Programs. 55 E. Jackson Blvd. Suite 1010 Chicago, IL 60604 Phone: (312) 784-3300 Fax: (312) 784-3301
  • University of Chicago Collegiate Scholars Program. 3-year after school and school-hours program for selected high school students. Apply/join in freshman year. Judd J-420 or 542, 5835 S. Kimbark. Kimberly Ransom, 773 702-2239, or 773 834-2274.
  • University (of Chicago) Community Service Center. Coordinates U of C students with community service opportunities. Works also with a large number of schools partners and 39 area schools including particularly at Ray, for enrichment programs on a wide range of interests. 5525 S. Ellis, Ste. 160 , Chicago, IL 60637. 773 753-GIVE (4483), Wallace E. Goode, 773 834-1549.
  • U of C GEAR UP Resource Center. [contact info coming, Degene Brown, 773 535-1366 in Price School, and Donna Murray, under Neighborhood Schools (see below).] To acquaint parents with basic tools to help themselves and children start high school carers and prepare for college admissions. YOU be your child's tutor and coach, including with computer schools. Motivate, educate, navigate. Seminars particularly targeted to Kenwood Academy area: Computer Literacy, School Safety, Choices Planner, High School Transition. Project being set up hq in Price School, teach parents to use computers including GradeBook (now required for accessing grades and instructions.), citywide
  • University of Chicago Graham School - UChicago Summer session for High School Students. Immersive, credit-bearing programs. Apply start at Includes in 2008 Critical Languages for 60 CPS students free, on UC campus. Includds things not normally on a curriculum like games, movies, topics not ordinarily on a high school curriculum.
  • University of Chicago Neighborhood Schools Program. 5525 S. Ellis room 165. Duel Richardson or Yelene Modley, 773 834-1935., ymodley@uchicago. Many useful programs including credit and non credit, U of C Collegiate Scholars (see above) and College Bridge, young scholars (math) other programs for down to 6th grade. More information at bottom of next section: cultural, or University of Chicago and Schools page.
  • University of Chicago Ratner Athletic Center Community Swim School. 5530 S. Ellis.773 702-3861. Kids 5-12 learn to swim at the Ratner pool! Spring and fall. Community kids aged 3-12 learn the basics and swimming safety (Red Cross protocol, t-s ratio 1-6) from the Maroon swim teams. Look for the next. Contacts Pool: Jason Weber, 773 702-3861. Reg. for Spring session starts Feb. 29. $60.
  • Smart Museum, Summer Programs, Loren Boylan, 773 702-0200, Tu., Wed., Fri. 10-4, Th. 10-8, Sat. & Sun. 11-5, closed Mon. Free. The Smart Museum houses a collection of over 7,500 objects spanning 5,00 years of artistic creation. The collection features modern, contemporary, decorative and East Asian art as well as Old Masters' works. Art Sundays and Wednesdays and the family days (often in conjunction with current exhibits and including tours and a craft activity) take place throughout the year or seasonally, most free and some with a charge.) Drop-off summer workshops. Art Afternoons in the summer on weekends are free and drop- in. Special Exhibition Take a Look Family guides are available free. Families may check out sketch pads and painting and sculpture tool kits. The museum has an extensive and growing outreach program in area public schools( 20-25 schools on th South and Southwest sides) and elsewhere, including SmARTkids@Blackstone Library, 2nd Sats. 2-4.
  • University of Chicago SPLASH, CASCADE. See more and updated in the Afterschool page and in UC Civic Knowledge, above. Luke Joyner, co chair, Part of the Chicago Gear Up Alliance. Other contacts Dagene Z. Brown, 773 535-1366 (Kenwood Academy), Anthony Downing, 773 841-5028, Registration website
    Ist weekend in October,. at 1116 E. 59th St. (Ellis and Woodlawn). Registration opens, for all interested students in grades 9-12, on website,, this Monday, September 1st. Joyner asks all students who plan to attend Splash to register and choose classes on our website. (If this is an issue for any student, let Luke know, and they will figure something out.)
    Brings high school kids to UC campus for a day of sample immersion classes taught by UC students. Not all your ordinary curriculum including movies, games.
    Winter 2009-CASCADE is a five week once a week evening program.
  • University of Chicago Laboratory Schools and U of C Summer Programs/SummerLab. Ned Reece, Dir. of Auxilary Programs, office 773 213-834-7766.
  • University of Chicago Office of Special Programs including PEP (Pilot Enrichment Program) in schools. Run for many decades by Dr. Larry Hawkins. Interim director Terhonda Palacios. Gate- Blake 113, 5845 S. Ellis Av 60637. 773 702=8288, Fax 773 702-0189. PEP serves 70 students of whom 40 are elementary. Since 1972, 2,600 have taken advantage of the program and some to PhD programs. Hawkins insisted on well-rounded students with top academic performance and participation in extracurricular activities, and upon parent participation. Included are classroom instruction, trips to colleges including several living on the UC campus, the opera, museums, events and ethnic restaurants. Allied with Neighborhood Schools Program.
  • University of Chicago Presents- in conjunction with St. Paul Chamber Orchestra CONNECT program brings professional musicians into five local elementary and middle schools and presents special concerts for children and their parents- 773 702-8068.
  • Super Sports Camp, Young Scholars math-computer.
  • University Theater. Student-run training workshops that teach the basics of acting and improvisation. RC 301, 5706 S. University. 773 702-3414.
  • Other UC camps (this is 2008 schedule- watch for 2009's):
  • University of Chicago Summer Session Office- Insight. These in-depth and hands-on three-week courses join students with experts in their fields doing what they do. Every course takes advantage of the unique educational opportunities offered by the University of Chicago and city of Chicago, taking material taught in undergraduate-level courses and adding experience not available in traditionally-designed classes. All courses are taught for college credit. Courses include American Law, Ancient Egyptian Language, Creative Writing, Developmental Psychology, and Field Studies in Urban Society. Entering grade 10. Deadline May 15. Dates as per website Fees $2,600 commute $4,100 in dorm. Financial aid Contact: 773 834-3792,
  • University of Chicago Summer Session Office- Research in the Biological Sciences (RIBS). https:/ Students grades 11-12 who have excelled in high-school biology learn the techniques used in cutting-edge biological research lab facilities during this four-week intensive training program. Students will be immersed in the research experience, they'll get a taste of life in a working laboratory, and gain exposure to a broad range of molecular, microbiological, and cellular biological techniques. Fee $7,500. Scholarships available. Info at Contact Summer Session Office, 773 834-3792,
  • University of Chicago Summer Session Office- Stones and Bones. Paleontology. Students grades 11 to 12 who have completed a course in general science take a four-week intensive program, including an introduction to basic geology, paleontological methods, stratigraphy, and earth history. Then they experience what life in the field is all about as they travel to the Green River Formation in Wyoming and unearth 52-million-year old fossils. Taught by Lance Grande! Field Museum VP Research and Collections.2008 classes June 23-29 and July 15-18, field school June 30-July 14. 2008 deadline May 15. Fee $8,100. Partial scholarships at Application link Contact Summer Session Office, 773 834-3792,
  • University of Chicago - Young Scholars Program. Grades 6 to 8, 9 to 10, 11 to 14 entering grades 7-12 who have shown mathematical talent with priority to CPS students, but open to any. Note, closed for 2008, apply for 2009 in early March 2009. No fee! This four-week computer program is aimed principally at students attending Chicago public schools. It provides students with a rich and diverse experience in preparation for possible careers in science or math. The program is focused on enrichment and is designed to cultivate an understanding of the ideas and opportunities in the mathematical and physical sciences. A follow-up program focusing on problem-solving will meet on twelve Saturdays during the academic year. Contact Diane Herrmann, 773 702-7389,
  • University of Chicago- Pritzker School of Medicine- Young Scientists Program. Students grades 9 to10, 11 to 10 with a local residence (CTA assist. avail.) receive a 10-week program for 10 outstanding minority high-school students gain experience in research, medicine, bio. sciences. Work in laboratories of U of C faculty learning and doing basic or clinical research in diabetes, endocrinology, nutrition, obesity, and digestive, liver, urologic, kidney or blood disorders. Students will participate in a national symposium at the end of the summer where they present their research findings. (2008 dates )June 16-August 22. Fee - receive stipend of $1,800. Application closed for 2008, due for 209 March 24- early advised. Contact Bernadette Steele, Multicultural Affairs,


University of Chicago Summer Session for high school and undergraduate students /. June 18-Aug. 26--3, 4, 5, 7, 9 week sessions. Earn college credit in courses taught by distinguished faculty, choose from 16 ancient and modern languages including immersion option in Chinese or Arabic, dig fossils in Wyoming. work in the bio lab or argue a mock trial, explore culture in Chicago, and more!, including requests for catalogue, 773 702-6033.

MetroSquash is an after-school program in Henry Crown Fieldhouse that pairs homework help with heavy rounds of squash. The first urban squash program outside the Northeast, it stresses sportsmanship because players of the opposing team are in the same space. It builds relationships and the grades come up from the tutoring. Enthusiasm is key to getting in. Kozminski School's 5th grade is really into the program, sending 10 to 16 students. On weekends there are community service days and field trips to MSI, et al. They participated in the Illinois State Juniors tournament in Lake Forest and attended the Windy City Open, the largest squash tournament in North America.

The CSI runs the North Kenwood/Oakland Charter School (founded 1998) at 1119 E. 46th (former Shakespeare School). The purpose of the school is serve as professional development for public schools and enhance teaching practices. And it's in the thick of the Mid South Initiative of CPS. The latter is expanding to have two classrooms per grade and it likely to establish, at closed nearby St. Anselm School, a separate middle school for its soon-to-graduate 6th graders. The University is considering siting for its next charter school, anywhere from 29th to 67th, the Dan Ryan to the Lake. One possibility is Donoghue on 37th, where many new residents will be moving in and there is no school. See more below.

Neighborhood Schools Program: Getting UC tutors/student volunteers into your school- 773 834-1935, or getting students, faculty et al from your school into volunteer opportunities or paid projects through the University Service Center - 773 753-GIVE. Over 330 UC student paid and volunteer tutors and other workers in public schools, including all in the HPK area.

Among the University's first programs was Special Programs/College Prep, which started in the late 1960s. (http://chronicle.uchicago.eum/941208/unitedway.shtml). Coach Larry Hawkins formed mentored an African high school team in test-taking and precollegiate preparation. Carol Mosely Braun was on the team. 773 702-8288.

Also, there are 5 full tuition scholarships per year to qualified CPS graduate in the UC Scholarship Programs

The University of Chicago's expanded Center for Urban School Improvement/Center for Urban Schools and Consortium for School Improvement Research have announced an expanded program for direct school curricular help and establishment of interns in schools, students on campus programs, and UC scholarships for CPS students.
This includes the New Teachers Network with online and much other support for South Side teachers in their first two years. 773 834-1081. Top

Consortium on Chicago School Research. See below. Elaine Allensworth, is now the consortium's interim executive director.
At Chapin Hall, 1313 E. 60th St. 60637. 773 702-2364.

The University has replaced its renowned Education department with a series of programs and internships. For example, a pilot Urban Teacher Education Program (under the Center for School Improvement) uses the hospital teaching mentorship model, currently with 10 4th-year college students. After their work, including at the North Kenwood/Oakland charter school, the students will earn their Illinois teacher certificate. One of the goal is find how to break the cycle of an 80% rate of teacher failure during the first 5 years out. "Teach for America" has not had great success in training-for-success those new to teaching, says CSI Exec. Director Tim Knowles, who helped found Teach for America. CIS uses the successes of the U of C's famous Core and Great Books programs-immersion in complete texts rather than learning by sampling original snippets or secondary texts. The class work and tutorials also draws heavily on social sciences fieldwork and hospital teaching rounds models and incorporates classwork, research and discussion on the background and current dynamics of teaching, classrooms, and social/community matrix of American education. Experience includes after school and small-group literacy tutoring. The second year is heavy on clinical fieldwork and teaching, with much feedback from students on what and who are working out. The objective is a set of training strategies that are replicable and scalable. 773 834-1837 or 834-1416.

In spring of 2009 the UTEP program expands to high school science teachers-- initially UC college grads seeking Masters in teaching in science and mathematics from the Graham School licensed to teach in Illinois. , then to expand to others. It will be integrated into the UC divisional departments and also explore new ways of teaching the subjects to high schoolers. Info session Jan. 23 Reynolds club.

Urban School Improvement Network
Dell Foundation has added$2 m to the growing grants to the Center for Urban School Improvement and affiliates. This grant strengthens partner schools with profession development, coaching and consultation for leadership teams, customized support, and sharing of what's been learned.
This network, formed in September 2005, now includes the U of C charter schools and ACE Technical Charter High Schools; four more are joining with several more (to 15 total) invited, all schools that share similar values. One purpose is to demonstrate all can learn at a high level. The values include commitment to rigorous intellectual work, instruction based on distributed leadership and evidence-based decision-making, professional community, integrated academic and social supports, partnerships with parents and communities, desire to really teach all.

Meanwhile, the University's Center for Human Potential at the Irving B. Harris Graduate School of Public Policy has been funded by the Tribune-McCormick Foundation to test whether classroom-based interventions that target improvements in young children's emotional and behavioral adjustment (preschool readiness) also improve their language skills and academic achievement.

The Center for Infant Studies invites children 0-5 and their parents and siblings to participate in research projects. 773 702-2246.

Urban Education Institute. See also Consortium on Chicago School Research. Elaine Allensworth, is now the consortium's interim executive director. At Chapin Hall, 1313 E. 60th St. 60637. 773 702-2364. or UEI director Timothy Knowles, UTEP Director Kaviata Kapadia Matsko.

See below on Chapin Hall.

Urban Education Institute: 1313 E. 6oth St. 60637, Rob Schnieders, Dir. of Nat'l Engagement, 773 834-8805, Katelyn Edge, Communications Mgr., 773 834-8684,

From their descriptions:

How do we produce reliable excellent schooling? The debate over whether America's schools need dramatic reform is over. The consequences of low high school graduation and college-readiness rates, and the persistent failure of schools serving poor children, have made the answer abundantly clear. However, efforts to address our nation's education challenges have been stymied in a sea of solutions, many of which exist only in theory or anecdote.

American policymakers need real, comprehensive solutions backed by data and proven through practice. We need evidence-based models and tools that effectively prepare students for the rigors of college, the workplace, and life. We need preparation and support programs that empower teachers and school leaders for success.

The University of Chicago Urban Education Institute (UEI) creates research-based models and tools for the nation. Our work is distinctive. At UEI, expert practitioners and scholars create and support urban schools, undertake applied research to inform policy and practice, develop and test innovations to solve the major problems facing urban schools, and train the next generation of teachers and leaders.

Why? The University of Chicago believes that the nation's leading academic centers should take a new and decisive role in transforming PreK-12 education--and significantly increase the number of urban children prepared to succeed.

Watching the game from the sidelines is unacceptable.

A comprehensive solution. UEI is singularly dedicated to answering one question: how do we produce reliably excellent schooling for children growing up in urban America?

To answer this question we conduct rigorous research, train outstanding teachers and leaders for urban schools, create scalable tools and practices to improve student social and academic outcomes, design and operate charter schools, and support new schools across Chicago.

1.The School House. We operate four charter schools that serve children from the South Side of Chicago. Admitted by lottery, nearly all of the children attending our schools are African American. Approximately 80 percent of those students are eligible for free or reduced-price lunch. To support and develop our students, UEI has created a school model that delivers ambitious extended instruction and comprehensive academic and social supports. Our school model includes: 1) Regular diagnostic assessment, targeted interventions, and a team that monitors each student's academic and social progress, 2) Expanded instructional time, including extended day, week and year, 3) A dynamic student support system that addresses individual student needs in real time, and 4) Intense professional development, supports, and incentives for teachers and school leaders. The model stems from a strong empirical base. It is shaped by the knowledge of the academic and social supports that are critical to student success. And it is getting results.

For example:

  • The Illinois Honor Roll recognized the University of Chicago Charter School as one of only nine performing schools beating the achievement gap in Chicago.
  • Our eighth-graders were accepted into selective enrollment high schools at a rate three times higher than the CPS average.
  • Students who completed eighth grade at the University of Chicago Charter sChool have gone to college at a rate of 92 percent compared to 51 percent of CPS high school students.

2. Human Capital. Essential to the dramatic improvement of schooling is the preparation and support of exceptional teachers and school leaders. At UEI, the Urban Teacher Education Program (UTEP) prepares and supports teachers to succeed in the most challenging urban schools.

We develop teachers that have deep content area expertise, experience a full year teaching residency prior to entering the classroom, and are carefully prepared for the distinctive challenges of teaching in an urban environment. Critically, UTEP provides graduates with two years of intensive support upon entry into the classroom, helping to boost retention rates. The amount of training and support that UTEP provides distinguishes it from traditional teacher training programs.

We have recently expanded UTEP to create a new model for training and supporting high school mathematics and science teachers for urban schools.

The retention rates dramatically exceed national, state and Chicago norms. 100 percent of UTEP teachers trained within the last three years are still teaching.

Applied Research. UEI's Consortium on Chicago School Research undertakes cutting-edge research on Chicago Public Schools to inform policy, practice, and the public. We have found that sustainable school improvement depends on reliable, timely research on multiple academic and social indicators, not just test scores. We produce regular reports aimed at improving educational methods and policy, while identifying critical academic and school indicators that educators and policy makers can track to measure progress towards graduation and college readiness.

Our applied research has informed policy and practice across Chicago's schools, altering the way our city assesses student progress. For example, CPS adopted CCSR's "on-track indicator" to measure whether students are making progress toward high school graduation. Districts nationwide have followed the lead. The U.S. Department of Education has now begun using CCSR's indicator as part of its own work to improve high school gradation rates.

CCSR research on the key characteristics of elementary schools that improve student learning led CPS to revamp its school improvement planning process for every elementary school in Chicago. Its research on college access for urban students led to an extensive CPS program that included tracking systems to monitor the completion of financial aid forms and the proportion of students at each high school entering and graduating from college.

New consortia based on our model have been created in New York City, Newark, and Baltimore. CCSR is now supporting the incubation of applied research centers in 20 major urban centers across the country.

3. Innovation. UEI has developed a series of tools aimed at improving college readiness, teacher practice, and technology in the classroom.

The STEPTM (Strategic Teaching and Evaluation of Progress) tool for Pre-K to grade 3 is a developmental literacy assessment that includes a set of tools, tightly aligned with scientifically established milestones in reading development. UEI has developed STEP over the last decade and has worked with CPS and others nationwide to study its impact. STEP provides teachers with fine-grained data about individual student's reading strengths and needs. This allows teachers to be proactive and provide the critical targeted instruction needed to accelerate learning. STEP has become an integral part of literacy development in schools across Chicago, and in New Jersey, New York City, New Haven and New Orleans. It's used in some of the highest performing school networks in the nation, such as KIPP, UnCommon Schools and Achievement First.

6to 16 is a new classroom and online high school and college readiness program for grades 6 to "16" (the completion of the undergraduate degree). In Chicago, only 8 percent of high school freshmen in 1995 graduated with a bachelor's degree by the age of 25, according to a CCSR 6006 study. The goal of 6to16 is to radically increase the number of urban students who apply, are accepted and graduate from college. 6to 16 does this through classroom curricula and an online social networking tool that provides each student with a College Support Team (school and community mentors, as well as college students and career professionals from fields of interest). There is interest from numerous districts and networks across the country to adopt 6to 16.

The Digital Youth Network (DYN) is a digital literacy program that creates deep opportunities for youth to engage in learning environments that span both school and out-of-school contexts. DYN leverages new media and technology (including robotics, digital media and design tools) to improve outcomes for urban youth. En route, it teaches students to become creators, designers, builders and innovators. It is being developed and tested in CPS, Chicago Public Library an other venues. It expands to New York City in the fall of 2009.

A Resource for Policymakers

At the root of our model is one principle: reliably excellent schooling depends upon each of UEI's components joining forces. If we are to systematically educate children growing up in urban America at high levels, reform must:

  • Support the development of effective school models,
  • Systematically train, support and place human capital for urban schools,
  • Support applied research that informs day-to-day practice in the classroom, and
  • Employ tested tools and practices that help bridge the achievement gap.

Through our ground-level engagement and by sharing new knowledge and models with national implications, the Urban Education Institute can dramatically improve the outcomes of urban students on a national scale.

As the White House and Congress work toward a comprehensive solution, the Urban Education Institute is ready to be a resource. We invite you to

  • consult our experts,
  • request our research,
  • visit our schools.

Please contact rob Schnieders, Director of National Engagement, The University of Chicago, Urban Education Institute, 13122 E. 60th Street, Chicago, IL 60637, 773 834-8805,, Katelyn Edge, Communications Manager, The University of Chicago, Urban Education Institute, 1313 E. 60th Street, Chicago, IL 60637, 773 834-8684,

New gift Jan 2010.

Lewis-Sebring gift supports work to improve urban schooling

January 19, 2010

The University of Chicago has received another $5 million gift from the Lewis–Sebring Family Foundation to support the University’s groundbreaking work to improve urban schooling in Chicago and across the country. The centerpiece of these efforts is the University’s Urban Education Institute. The new gift brings to nearly $15 million the foundation’s investment in the University’s education work.

The gift provides a landmark opportunity for UEI. It will strengthen the Consortium on Chicago School Research, a major component of UEI, with essential operating support. The donation also will broaden UEI's national engagement activities, provide an endowment to strengthen UEI's connectivity with faculty across the University, support fellowships for College students interested in working with UEI, and deepen the UEI leadership team.

As a result of this gift, Timothy Knowles, who has overseen these innovative endeavors at the University for the past seven years, will be named the John Dewey Director of the Urban Education Institute and the John Dewey Clinical Professor in the Committee on Education. Previously, he has served as the Lewis–Sebring Director of UEI.

“We are extremely pleased with the leadership that Tim and UEI have shown nationally in bringing new ideas and practical solutions to urban school reform,” said Charles Ashby Lewis, Chairman of the Lewis–Sebring Family Foundation and a University Trustee. Lewis noted that the timing of the gift honors both the 20th anniversary of CCSR, which his wife Penny Bender Sebring co–founded, and the 25th anniversary of her work at the University. The faculty–focused endowment will be named in her honor.

UEI conducts applied research through CCSR, prepares teachers through its Urban Teacher Education Program, and operates four University of Chicago Charter Schools. UEI also works with a network of new schools across Chicago, and it develops tools and practices to improve the social and academic performance and college readiness of students in schools in Chicago and across the country.

Research from UEI has reshaped people’s understanding of how schools can become effective. In a recently published book, Organizing Schools for Improvement; Lessons from Chicago, CCSR researchers, including Sebring, identify “five essential supports” that have been proven to work together to bring substantial improvements in elementary schools.

Prior to coming to the University, Knowles was deputy superintendent for Teaching and Learning for the Boston Public Schools. Before that, he started and led a K–8 school in the Bedford–Stuyvesant section of Brooklyn, and founded the New York office of Teach for America.

Through his work at UEI and writing and speaking extensively on public school improvement, Knowles has carried on the values of John Dewey. “UEI was created in the Dewey tradition to discover better ways to educate children growing up on Chicago’s South Side and across urban America, to learn by doing, and to create and share knowledge that will transform lives,” said Knowles.

According to Lewis, this gift honors the memory of one of America’s leading figures in education. “John Dewey came to the University shortly after it was founded to establish education as a field of scientific study, a radical idea at the time. Through his research and writing and his founding of the University of Chicago Laboratory Schools, he provided a new way to think about how children can learn,” Lewis said.

Knowles added, “At the heart of it, John Dewey understood that schooling can shape and strengthen American democracy. He was an iconoclast in the best sense, upending long–held views about the purposes and methods of schooling, putting children and their experience at the heart of the enterprise.”

“Penny and Chuck’s gift is extraordinarily important,” Knowles said. “It will ensure that our work – to create evidence about what matters in PK–12 education, to develop exemplary teachers and leaders, and to design and test new models of schooling – will take root in Chicago and more broadly,” Knowles said.

Working with UC's Urban Education Institute are Chapin Hall Center for Children, School of Social Service Administration.
Find out about holistic family approaches including assets and promises approaches in this website. There are studies and evaluations of such programs and what is available, for example from the Chapin Hall website (at U of C):evaluating After School Matters, How Active are Teens, and Adults and Bullying: Go to
Chapin Hall, 1313 E. 60th St., 773 753-5900, fax 773 753-5940. Dir. Matthew Stagner. Lots of research papers! involved in Elev8 and Woodlawn Promise- bringing services into the schools in conjunction with afterschool programs.

Chapin Hall looks at:
Child Welfare Foster Care Systems
Community Change
Early Childhood and Early Childhood programs/providers
Economic Supports for Children
The Home Environment Optimization including Maltreatment Prevention
Schools and School Systems
Workforce Development
Youth Crime and Justice
Youth Development and Afterschool Structures

Two 2009 studies at Chapin Hall Center for Children show that quality out of school activities can make a real difference in kids development and school performance and graduation. One key is parents being involved with their kids' activities.

Recent studies by Robert M. George and Ruth Cusick include How Active are Teens Out of School (3/4 are inactive to mildly active (esp. female black in the upper grades with low self esteem), and it's often tied to the safety and variables in the neighborhoods (esp. "chaotic" and unsafe, but high-poverty correlates just for girls) but in surprising ways. Parental connection with adolescents is a key. High abundance of programs does not correlate to activity, although their quality and level of organization of experiences does--"opening the gym" not enough. Highest activity matches where there are diverse experiences for kids. Appealing (esp. to girls and to the least active) by including responsibility, leadership and other means that promote self esteem. Invest resources in enough quality, targeted and appealing programs and facilities (including in schools) that youth do not have to cross boundaries to reach!

Their study, After School Programs and Academics (a study of After School Matters) finds a relationship between participation in after school activities and higher school attendance, a lower rate of class failures, and higher graduation rates. It may be as much that the activities hook them on being in school as that the activities directly carry over into studies. How kids are being hooked and the feedback loops need further research.



And UC mathematicians/ U of C School Mathematics Project (773 702-1130) will be working with colleagues on a new national math an science curriculum under the National Science Foundation. UC will house one of the Centers for Mathematics Curriculum. Part of the program is to foster graduate training, leaders, and issuance of papers. The Mathematics Project has long been active in local schools. Top Related outreach includes Seminars for Elementary Specialists and Mathematics Educators and Math Prof. Sally's Young Scholars Program (773 702-7389) , Summer Institute for the Development of Mathematics Teachers in Chicago Middle Schools,
Center for Elementary Mathematics and Science Education/Seminar for Elementary Specialists and Mathematics and Science Educators
( 773 702-7389).
Polk Bros. k-8 teachers in UC Math Teacher Program (773 553-6236)


The Space Explorers of the Kavli Institute brings inner city kids along from elementary to advanced careers with 100 percent success. 773 702-8288.

Other large UC projects include the fast-growing Collegiate Scholars Program that brings CPS students on campus from 9th grade, the CPS scholarship admissions program, and the study of CPS students in colleges. In the former, 1000 applied in 2003 for 78 positions. 12 Hyde Park and Bronzeville students are currently enrolled. The total was 55, taking classes from top UC faculty. This program, in its 2nd year, is largely funded by the Crown Foundation. ( 773 702-2239.
And College Bridge 773 702-8803.

This program is really taking off. 600 apply each year for the 60 openings. Community service, extra curricular's etc. counts in selection as almost all have excellent grades. The first class, formed in 2003, is in 2006 ready to take off for college (half have applied for U of C). Demystifying education--helping them see how far they can go. [The kids are heading to the best colleges and universities in the country.]

Cultivating Tomorrow's Artists- teaching about humanity through arts curriculum and performance opportunities. InsideOut, Fall 2007.

"The Collegiate Scholars Program has always been there for me," says budding filmmaker Jose Choto, quick to credit the supportive environment of the enrichment program he has participated in while in high school.

Since 2003, the University of Chicago has welcomed over 250 talented young people from Chicago public high schools in the Collegiate Scholars Program. This unique college preparatory program brings students together with dedicated faculty members to learn about literature, mathematics, science, social sciences, and writing.

Fifty ninth-graders who have distinguished themselves are selected each year to participate in this free three-year enrichment program designed to help public school students gain admission to and succeed at the best institutions of higher education in the United states. Collegiate Scholars take advanced academic classes taught primarily by University of Chicago faculty members during the school year and the summer. They and their parents also get a head start on the college search process.

"The program, however, is not only about Chicago-style math and science," says program director Kim Ransom. "The arts curriculum and performance opportunities are a great vehicle for teaching Collegiate Scholars about life and humanity. Those who pursue careers in the arts can really benefit from the exposure and connections the program provides."

Along with their academic classes, Collegiate Scholars are exposed to a wide range of artistic endeavors both on campus and in the community. In recent years, they have seen the well-regarded production of August Wilson's Fences at Court Theatre, and they have visited contemporary visual art exhibits at the Renaissance Society. Partnerships with local cultural organizations are set to expand in the coming years, as Ransom is interested in working with the Hyde Park Art Center and the Little Black Pearl Art and Design Center in North Kenwood.

The city of Chicago is also a terrific resource. Individual student have linked with such artistic groups as Young Chicago Authors and the ETA Creative Arts Foundation, and groups often travel to see free performances by world-renowned musicals in Grant and Millennium Parks. All of these programs work together, Ransom notes. "The arts and culture are a very important part of our mission to prepare students for admission and success at selective colleges. This component serves as a tool to engage students in critically thinking about humanity. It broadens their perspectives on their own lives and the ways they can engage with the world around them." Top

Office of Special Programs including Pilot Enrichment Program

(The latter is entirely funded to the tune of $318,000 by the state and so is endangered and the whole OSP would have to cut its staff of 8 part time teachers in half.)
University of Chicago Office of Special Programs including PEP (Pilot Enrichment Program) in schools.
Run for many decades by Dr. Larry Hawkins. Interim director Terhonda Palacios. Gate- Blake 113, 5845 S. Ellis Av 60637. 773 702=8288, Fax 773 702-0189. PEP serves 70 students of whom 40 are elementary. Since 1972, 2,600 have taken advantage of the program and some to PhD programs. Hawkins insisted on well-rounded students with top academic performance and participation in extracurricular activities, and upon parent participation. Included are classroom instruction, trips to colleges including several living on the UC campus, the opera, museums, events and ethnic restaurants.
Allied with Neighborhood Schools Program. Top

Police and Fire full tuition scholarships. 773 702-8656. Top

CUIP. The Chicago Public Schools/University of Chicago Internet Project (CUIP) (founder Astrophysicist Don York) scored a coup in 2003-2004 when CUIP helped Wadsworth School (Woodlawn) 5th graders, teacher Meredith Jones, create an award-winning website for the Chicago White Sox! Wadsworth was the first-place winner, and Jerry Reinsdorf presented the $1,000 award. (The whole school also gets to attend and be honored at a game.) Since 1996, The major goal of CUIP has been integrating internet resources successfully into classroom curriculums--jump-starting use of technology as a teaching and learning tool--in 26 schools in Woodlawn, HPK, and north Kenwood/Oakland, giving inner city public schools kids the same advantages as those in private or suburban schools, according to UC Director of Neighborhood Affairs and Director of the Neighborhood Schools Program Duel Richardson as quoted in the University Chronicle. Benjamin Lorch is CUIP Managing Director. The program sends 450 UC students into the 26 schools. Especially praised for success of the Wadsworth project were past and present principals and teachers. CUIP maintains a digital library in conjunction with Regenstein Library. The 2004 May tournament/expo drew 600 school students.

In 2005, Price Elementary produced a website on the value of water while Woodlawn Community were among those at the penultimate Internet Fair at King High. Staff includes Man. Dir. Benjamin Lorch.

Visit Wadsworth's site: or Top

Little Red Schoolhouse (English 130 Advanced Academic and Professional Writing) is expanding in its new quarters in Walker and Rosenwald Halls as it celebrates its 25th year. More than 1200 students participate, some of whom are in or impact the various schools and other outreach programs. In fact, there ate up to 75 well-trained teaching assistants in writing employed by the program as lectors, interns or tutors. Interns work with students in the Core courses (mainly First and Second Years). The program has much tutorial and informal meeting space as well as a computer lab. The class is grueling and targeted first at 3rd and 4th Years but now reaches both younger undergrad's and graduate students, including in Law and Business. The object is writing for experts-writing that has to be clear, organized, persuasive and valuable. The next step is apply the program to foreign language training. Top

Another educational outreach is the Humanities Division's Civic Knowledge Project (visit Civic Knowledge page) including the Odyessy Project, co-funded by Illinois Humanities Council. Believing knowledge itself gives power and using a "client-provider" model, it provides courses for adults below the poverty level and tutors their children. --and it's going Spanish, too. Graduate students also conduct "Reading your Rights Project" at William Carter School. Washington Park Knowledge Project conducts learning in the park. Bart Schultz, Joanie Friedman, Erika Dudley, Hannah Jacoby. 1010 E. 59th St. Chicago, IL 60637, 773 834-3929. fax: 773-834-2586.
Hannah Jacoby coordinates Winning Words: Orate, Debate, and Enact/Verbal Arts for Democratic Practice, a year-long after-school program for high and middle school students.
Splash and Cascade bring school kids into the University for exposure and part of encouragement for college attendance. CK also works with arts and environmental orgs and initiatives including in schools.


Enhancing Assets: Small Humanities and Arts Institution Resource Network will map all Offshoot of Civic Knowledge. South-Side humanities and arts institutions in a database and bring the institutions and their educational outreach together. (Example: Smart Museum's Art Afternoons.) see also
More in Arts News. New website for Southside Arts and Humanities Network.

Enhancing Assets. This is the increasingly well funded new resource network of arts and humanities organizations being organized by the Division of Humanizes Civic Knowledge Project of the University of Chicago. It grew out of the Cityspace community conference held in spring, 2004. One finding was that too many nonprofits have no where to go for help and advice and collaborative enterprise. Danielle Allen, Dean, proposes biannual conferences covering funding, public relations, legal issues, technology, human resources, and business practice. The first was on January 29. Enhancing Assets small arts and humanities organizations conference hosted by University of Chicago Division of Humanities (bi-annual conferences but to become an ongoing project). Contact Elizabeth Babcock of Civic Knowledge Project, Division of Humanities, 1010 E. 59th St. Chicago, IL 60637, 773 834-3929. fax: 773-834-2586. More in Arts and Culture News.


University of Chicago Graham School offers the Saturday Scholars Program for high school students. 8 courses, October through December 2005. $400. Gleacher Center, 450 N. Cityfront Plaza Dr.

Smart Museum in expansion with new grants, partners with nearly 25 area schools, including teacher workshops. SmartKids website ( Contact outreach director Melissa Holbert.

Partnering with schools- 773 702-4540.

Smart Families/Families at the Smart gain increased funding, helps Smart become a major mover in city arts, culture, communities and is expanding its schools hands on, while it visits Blackstone Library 2nd Saturdays!

The 2005 "Museums for America" grant from the Institute of Museum and Library Services, a federal agency, leverages Smart money 1 to 1 for family programs that reach to many more South Side communities, for which Smart can become more of a resource and "community based asset"- not just bringing programs to schools etc. and families to the Museum, but working with communities. The program will bring many into contact with the arts and critical and social thinking that have been isolated from such since the schools went south on the arts and other family-friendly cultural venues are scarce.

The Smart believes it is uniquely situated to be a place where students, teachers, and families can learn and also engage with each other and members of the University, "Sharing traditional and new art experiences in a safe, stimulating and education-oriented environment," according to Smart PR and Marketing Director Christine Carrino, as quoted in the Nov. 3 Chronicle. Audience research is one of the first tasks, as is improvement of online and print material aimed at children and parents.

In addition to its outreach to thousands of school children, "Smart Explorers" for 4th and 5ht graders is a 15-week program in both schools and the museum. Its 5 units include visual language, materials and processes, narrative in art, art in context, and project in which students research and lecture on a piece and create art. Critical thinking and all types of communication are central.

"Art in Focus" is targeted to 3rd and 4th graders and "Art in the Making" is for 6th graders. On 3 Sundays in the year, there are family days in which the whole museum becomes a treasure hunt, and in the summer there are weekly "Art Afternoons."

Now the Museum wants to find out what are the barriers to visiting and what programming might appeal. Under consideration is school-specific family nights with transportation provided.

The interactive SmartKids website, will be expanded.


Court Theatre outreaches and brings in interns et al. 773 8334-3243.

University Theater training. 773 702-3414.

Department of Music sends visiting artists into schools. 773 702-3427.

St. Paul Chamber Orchestra adopts schools. Now in residence at the University, SPCO has formed a partnership with CPS- CONNECT: Chamber Orchestra's Neighborhood Network of Education, Curriculum and teachers. Kids, such as from Ray, Carnegie and North-Kenwood/Oakland in November, come together in classrooms or on campus to explore and perform classical with SPCO and teachers are introduced to a full curriculum that relates music to other subjects in an engaging way, according to the November 17, 2005 Chronicle. The purpose is to have music a key part of the experience and curriculum through all grades. Teachers training started Sept. 27, and is themed differently every year. They learned about the families of instruments, science of sound, and tried making original instruments. Orchestra members visit each classroom at least twice a year in addition to visits from cultural partner artists (i.e. African, South American, jazz...). The Nov. 3 "for families" concert was the first time many of the kids were in a concert hall. The program continues in Minneapolis where 17 schools are enrolled. Visit

Program for Academic Exploration for High School Juniors and Seniors with the Center for Study of Race, Politics and Culture and University's Neighborhood Schools Program has enrichment programs such as "Race and Representation." They visited many places, studied with a variety of scholars and made a film, Blackness: A Representation.

Oriental Institute and Social Sciences Divisions also held programs in schools and for teachers; OI also has classes and a great website. 773 702-9507.


The world-region departments (area centers) jointly held in 2004 a Workshop for Educators, Regional Perspectives on Globalization and Human Rights. Center for Latin American Studies also has programs for educators; East Asian Studies sent a good portion of its faculty to help with as large curricular workshop at North Central College. South Asia has a large lending library of videos and books.

A new outreach project is Science and Technology Mentoring Program, piloted by Argonne National Laboratory at North Kenwood-Oakland Charter. Kids hands-on in cutting-edge materials science with post-docs and grad students. SCOPE teaches future science teachers to engage kids and the public. Others are Project Exploration, Materials Research Center middle and high school Latina outreach, Seminars for Elementary Specialists and Mathematics Educators and Math Prof. Sally's Young Scholars Program, Summer Institute for the Development of Mathematics Teachers in Chicago Middle Schools. See also Space Explorers above.

Bio-Medicine and Social Work. One could mention a large array of such programs for Biological Sciences also (773 834-7744) and Biology Student Lab Program (773 834-7744) . And Social Services Administration is deep into a program at Revere School in Grand Crossing.

Howard Hughes Medical Institute Summer Seminar Program. (Hands on lab, internet tools). 773 834-7744.

UC Hospitals. HIV/AIDS educ. 773 702-6970. Asthma Center 773 702-1858. Pediatric Mobile Van 773 834-8850. And more including high school classes pre-orientations.,
More in the Good Neighbor page. Top

School of Social Service Administration's Program for Leadership in Community Schools enhanced by Bank One/Chase and Dimon gifts. In late 2003, SSA started the Program for Leadership in Community Schools with a Bank One/Chase grant. In spring, 2005 the program received a substantial gift from Judith and James Dimon. The program trains graduate students to work in community schools and trains social workers in community school settings. "Community schools" are defined as bringing together students, teachers , parents, community resources to overcome barriers to learning faced by many urban kids. More programs and services are typically provided, especially professionals who engage administration up to the top of CPS to find and get resources ranging from partnerships, school-wide reorganization models, data-driven decision making, and reaching into the families and elsewhere outside the school.

The Program in spring, 2005 held a forum, "Working at the Intersection of Social Work and Education." Paul Fagen spoke of his 4-year counseling stint at North Lawndale High, whose new senior class had a 91% graduation rate, with 87% of these going on to college-level studies.

Read about the Summer, 2005 conference on Community Schooling, above.


Kenwood Academy-University of Chicago Program for Academic Exploration. Kenwood junior and senior women worked with the University of Chicago on the "Hip Hop and Feminism" project that culminated in a major conference at the University in April 2005.
Every spring Kenwood students participate in the after school Kenwood Academy-University of Chicago Program for Academic Exploration (Kenwood Project), which is centered around a class taught by UC professors and PhD students. This spring, teachers were Melissa Harris-Lacewell, Jacqueline Stewart and Tangi Gilliam. Students presented at the Conference a set of essays, collages and a "sonic exploration." Their final project is a video collage of class conversations which they will present both at the University and at a Rainbow-Push youth conference in June.




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