Camille A. Farrington
Camille A. Farrington is a senior research associate and director of the Equitable Learning & Development Group at the University of Chicago Consortium on School Research. Her work focuses on understanding how learning environments provide opportunities for positive developmental experiences for students, how young people make sense of daily schooling experiences, and how school structures and teacher practices shape students’ beliefs, behaviors, performance, and development.
As principal investigator for Equitable Learning & Development Project and the Building Equitable Learning Environments (BELE) Network, she works to transform the educational landscape for students of color and low-income students by collaborating with researchers, practitioners, community members, and young people to create frameworks and other practitioner-focused tools that challenge traditional practice.
She served on the National Commission on Social, Emotional, and Academic Development and Council of Distinguished Scientists, and is co-author of the Commission’s Research Agenda for the Next Generation. Camille is a member of the Mindset Scholars Network, National Working Group to Establish Practical Social-Emotional Competence Assessments, and numerous advisory boards and technical working groups.
Camille’s publications include Foundations for Young Adult Success: A Developmental Framework (2015); Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance (2012); and Failing at School: Lessons for Redesigning Urban High Schools (2014).