Research Associate and Assistant Professor
- Curriculum and instruction
- School reform
- Urban education
Camille A. Farrington is a senior research associate at the University of Chicago Consortium on School Research. She focuses on classroom instruction and assessment, academic rigor and failure, and noncognitive factors in academic performance. Farrington’s new book, Failing at School: Lessons for Redesigning Urban High Schools, combines historical research on the American high school with qualitative studies of failing students and their teachers to show how high schools systematically construct widespread student failure. Farrington is lead author of Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance – A Critical Literature Review and a national expert on academic mindsets. Her research draws on 15 years’ experience as a public highschool teacher and National Board Certified Teacher Mentor. She earned a bachelor’s degree from the University of California, Santa Cruz, a teacher certification from Mills College, and a doctorate in policy studies in urban education from the University of Illinois at Chicago.