Dr. Camille Farrington
Camille A. Farrington is a Senior Research Associate at the University of Chicago Consortium on School Research whose work focuses on adolescents and urban high schools. She is a national expert on academic mindsets and other “noncognitive” factors in academic settings, with a particular interest in understanding how students make sense of their schooling experience, 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), which features her work on developmental experiences. 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 has taught students from middle grades to the doctoral level, including three years at the University of Washington College of Education in a post-doctorate appointment where she taught in a doctoral program for aspiring superintendents and systems-level leaders. Dr. Farrington received a B.A. from the University of California Santa Cruz, teacher certification from Mills College, and a Ph.D. in Policy Studies in Urban Education from the University of Illinois at Chicago.