Camille A. Farrington is a research associate (assistant professor) at The University of Chicago, School of Social Service Administration and the Consortium on Chicago School Research. Her research focuses on how school and classroom programs, policies, and practices shape students’ experiences, behaviors, and performance in school, particularly in the context of racially and socioeconomically stratified urban environments. She is an expert on classroom instruction and assessment, academic rigor, academic failure, and psycho-social factors in academic performance. She is lead author of Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance–A Critical Literature Review (2012) and A New Model of Student Assessment for the 21st Century (2008).
Prior to joining The University of Chicago, Dr. Farrington served for 3 years on the faculty at the College of Education, University of Washington, where she taught doctoral courses in educational leadership and policy studies. She is a National Board Certified teacher with 15 years’ experience teaching in public high schools in California, Wisconsin, and Illinois. Dr. Farrington received a B.A. from the University of California at Santa Cruz, teacher certification from Mills College, and a Ph.D. in Policy Studies in Urban Education from the University of Illinois at Chicago. She lives in Chicago with her husband, dog, and cat, and is thankful every day that her two daughters somehow survived high school and have moved on to college.