Camille A. Farrington is a Senior Research Associate and Managing Director at the University of Chicago Consortium on School Research whose work focuses on adolescents and urban high schools. She is a national expert on the role of “noncognitive” factors in academic performance, with a particular interest in understanding how learning environments provide opportunities for positive developmental experiences, how young people make sense of their experience in school, and how school structures and teacher practices shape students’ beliefs, behaviors, performance, and development.
Dr. Farrington is the author of Failing at School: Lessons for Redesigning Urban High Schools (2014, Teachers College Press); lead author of Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance (2012); and co-author of Foundations for Young Adult Success: A Developmental Framework (2015). She is Principal Investigator on two studies, the 8/9 Teacher Network in the Chicago Public Schools and the Becoming Effective Learners Partner Project with school and district partners around the country, using student and teacher surveys to better understand the development of student noncognitive factors in classroom contexts.
Throughout her work, Dr. Farrington draws on fifteen years’ experience as a public high school teacher and National Board Certified Teacher Mentor. She received her Ph.D. in Policy Studies in Urban Education from the University of Illinois at Chicago, a B.A. from the University of California Santa Cruz, and teacher certification from Mills College.