Elevate¶
Product or Programme · All products and programmes
Evidence · 8 claims (8 for) · 2 studies (1 associational, 1 qualitative),q2· 0 of 2 report an effect size · 8 claims rest on one study
Description¶
Elevate is a software-enabled continuous-improvement platform developed by PERTS and UCCSR that helps educators measure, disaggregate, track, and improve learning conditions over time.
Components¶
- Elevate continuous improvement platform: Elevate is a software-enabled continuous improvement platform developed by PERTS and UCCSR. It “equips educators to use research-quality measures and analytics to assess, disaggregate, and track learning conditions over time,” letting educators test the impact of practices on conditions and work in teams to identify high-impact practices. Over the 2021–22 school year, more than 900 teachers at more than 150 schools used it with middle and high school students. (Gripshover et al. (2022))
- Elevate survey for classroom-level student experience data: Elevate is a student experience survey co-developed by the Consortium team and PERTS, introduced beginning in 2020 to a selection of CPS schools and classrooms, typically partnered with a school support organization with expertise in data use. It asks students about the same classroom learning conditions found on Cultivate but is administered by individual teachers to their own students, with classroom-level data shared with the teacher whose classroom is surveyed, who may then provide access to others. This contrasts with Cultivate's schoolwide model, making Elevate suited to teacher-level inquiry into learning conditions. (Faye Kroshinsky et al. (2026))
- Elevate learning conditions framework (Teacher Caring, Meaningful Work, Feedback for Growth): The Elevate framework organizes classroom experience into measurable learning conditions that predict academic outcomes. The report examines “three learning conditions—Teacher Caring, Meaningful Work, and Feedback for Growth,” rating students' agreement on Likert scales and compositing the scores. It posits that positive conditions support learning by enhancing motivation and by mitigating anxieties that divide attention and reduce the brain's capacity to process information, and that conditions function as early, actionable indicators of learning. (Gripshover et al. (2022))
Claims¶
- Improvements in learning conditions between October and February predict higher likelihood of a B or better in math the following term [+M]
- Schools running four or more planned continuous improvement cycles show marked improvements in learning conditions, while ad hoc or two-cycle implementations do not [+W]
- Learning conditions predict math grades across racial and socioeconomic groups, with larger associations for FRPL-eligible and Black students [+M]
- Learning conditions worsen slightly but significantly over a school year absent intentional efforts to improve them [+W]
- Students rating learning conditions most positively are more than twice as likely to earn a B or better in math than students rating them most negatively [+M]
- Engaging students as partners in analyzing and discussing student experience data creates authentic engagement and signals responsiveness to students [+W]
- Educators need a shift in adult mindsets—from evaluative/accountability data use toward improvement-oriented use—for student experience data to improve practice [+W]
- Better coordination, communication, and coherence across professional learning and supports are needed to sustain centering student experience [+W]
Related Products and Programmes¶
Key Sources¶
- Gripshover, S., Londerée, A., Ahuvia, I., Shyjka, A., Kroshinsky, F., Ryan, N., Farrington, C., & Paunesku, D. (2022). Learning Conditions Are an Actionable, Early Indicator of Math Learning. PERTS & University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publication/learning-conditions-are-an-actionable-early-indicator-of-math-learning
- Faye Kroshinsky, Mary Ann Pitcher, Jackson Overton-Clark, Shanette Porter. (2026). Supports for Centering Student Experience. UChicago Consortium Field Scan. https://consortium.uchicago.edu/publications/supports-for-centering-student-experience
Page metadata
| Field | Value |
|---|---|
type |
product |
id |
elevate |
title |
Elevate |
description |
Elevate is a software-enabled continuous-improvement platform developed by PERTS and UCCSR that helps educators measure, disaggregate, track, and improve learning conditions over time. |
status |
review |
moved_from |
element/elevate-continuous-improvement-platform, element/elevate-survey-classroom-level, theory/elevate-learning-conditions-framework |
product_kind |
software |
generated |
by process:sweep-kinds on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — gripshover-2022, faye-kroshinsky-2026 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.