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Author: Elaine Marie Allensworth
Publisher:
ISBN: 9780972603560
Category : High school attendance
Languages : en
Pages : 26
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Book Description
The First Year Of High School Is A Critical Transition Period For Students, Those Who Succeed In Their First Year Are More Likely To Continue To Do well in The Following Years And Eventually Graduate. Because A Successful Transition Into High School Is So Important, In 1999 The Consortion Developed An Indicator To Gauge Whether Students Make Sufficient Progress In Their Freshman Year Of High School To Be On-Track To Graduate Within Four Years. The Evidence Presented Here Suggests That the On-Track Indicator Can Be A Valuable Tool For Parents, Schools, And The School System As They Work To Improve Students Likelihood Of Graduating.
Author: Elaine Marie Allensworth
Publisher:
ISBN: 9780972603560
Category : High school attendance
Languages : en
Pages : 26
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Book Description
The First Year Of High School Is A Critical Transition Period For Students, Those Who Succeed In Their First Year Are More Likely To Continue To Do well in The Following Years And Eventually Graduate. Because A Successful Transition Into High School Is So Important, In 1999 The Consortion Developed An Indicator To Gauge Whether Students Make Sufficient Progress In Their Freshman Year Of High School To Be On-Track To Graduate Within Four Years. The Evidence Presented Here Suggests That the On-Track Indicator Can Be A Valuable Tool For Parents, Schools, And The School System As They Work To Improve Students Likelihood Of Graduating.
Author: National Academy of Education
Publisher: National Academies Press
ISBN: 0309163072
Category : Education
Languages : en
Pages : 154
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Book Description
High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
Author: Elaine M. Allensworth
Publisher: Consortium on Chicago School Research
ISBN: 9780997507386
Category :
Languages : en
Pages : 36
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Book Description
In districts across the country, school practitioners rely on early warning indicator systems (EWI) to identify students in need of support to graduate high school and be prepared for college. By organizing pieces of data on student performance into indicators, practitioners can develop and test school strategies to improve students' educational attainment with data that are readily available, making indicator systems a potentially powerful tool for supporting student outcomes. While the use of indicators for reaching school and district goals around students' educational attainment has been widely embraced, it is not always clear how to do so in ways that will lead to better educational attainment for students. Questions about how to use indicator systems effectively generally focus on: 1) How are indicators used to improve high school and college graduation rates, and 2) Which indicators should be the focus of an early warning or college readiness indicator system? These questions are intertwined. Decisions about which indicators are the best indicators to use depend on how they are being used, and questions about how to use indicators depend on the choice of indicators. This paper provides a brief overview of the current state of the use of indicators for improving students' educational attainment, considerations about which indicators to use when developing an indicator system, and some of the questions that have arisen as schools, districts, and states engage in these efforts. It is intended for people who are positioned between the research and practice spheres, such as district and state institutional researchers, or researchers at universities and research organizations who work closely with schools and districts. It may also be of interest to school and district administrators with a strong interest in developing and refining high school graduation and college readiness indicator systems, and an interest in the data and research behind such systems.
Author: Heather Norbury
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
Recent estimates suggest that of U.S. public high school freshmen in the fall of 2005 24.5 percent did not graduate on time in 2008/09 (Stillwell, Sable, and Plotts 2011). As states and school districts attempt to boost graduation rates, they face the challenge of identifying which students are at risk of not graduating on time. Early warning indicators based on measurable student outcomes and behaviors could help identify students at risk while there is still time to redirect their trajectory away from dropping out or falling behind. The current study focuses on the freshman on-track indicator developed by the Consortium on Chicago School Research (CCSR). The current study examined three research questions for two urban districts in the Midwest Region: (1) What were the freshman on-track and offtrack rates for recent cohorts, overall and by student background subgroup?; (2) How did four-year in-district graduation rates compare for on-track and off-track freshmen in recent cohorts, overall and by student background subgroup?; and (3) To what extent does the on-track indicator predict four-year graduation rates for recent cohorts in each district, after accounting for baseline student background characteristics? The main results of the study are the following: (1) For both districts, students who were on track at the end of grade 9 graduated on time at a higher rate than did students who were off track. This was the case both overall and for every student background subgroup examined in each district; (2) For both districts, the on-track indicator was a significant predictor of on-time high school graduation, even after controlling for student background characteristics and for student assessment test scores in grade 8. The odds of on-time graduation for students who were on track at the end of their freshman year was estimated to be 6.6 times that of students who had similar characteristics but were off track at the end of their freshman year for District A and 5.5 times for District B; and (3) For both districts, the effect size of being on track compared with being off track (as measured by increases in the odds of graduating) was larger than the effect size for every student background characteristic and for grade 8 assessment test scores. The pattern of results in this study is similar to that of prior studies (Allensworth and Easton 2005; Hartman et al. 2011), with some differences in overall on-track rates, on-track rates for particular student subgroups, and the degree to which the on-track indicator differentiates between graduates and nongraduates. (Contains 3 notes.) [For the full report, "Using the Freshman On-Track Indicator to Predict Graduation in Two Urban Districts in the Midwest Region. Issues & Answers. REL 2012-No. 134," see ED531421.].
Author: Elaine Allensworth
Publisher:
ISBN: 9780978738341
Category :
Languages : en
Pages : 68
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Book Description
Almost half of all Chicago Public School students fail to graduate, and in some CPS high schools more students drop out than graduate. It is a problem that can sometimes feel overwhelming to address because the causes of dropout are myriad and complex. What is often lost in discussions about dropping out is the one factor that is most directly related to graduation-students' performance in their courses. In this research report, CCSR authors Elaine Allensworth and John Q. Easton look into the elements of course performance that predict whether students will graduate and suggest what schools and families can do to keep more teens in school. Building on earlier CCSR research of "on-track indicators" that demonstrated a connection between failing freshman classes and dropping out, the authors found that a number of freshman-year factors can be used to predict high school graduation. Grades are as predictive as on-track indicators; almost all students with a "B" average or better at the end of their freshman year graduate, compared to only a quarter of those with a "D" average. The research also revealed how critical attendance is for freshman success. Conventional wisdom holds that eighth grade test scores are good predictors of students' likelihood to do well in high school courses. However, course attendance is eight times more predictive of course failure in the freshman year than test scores. Just one week of absence is associated with a much greater likelihood of failure, regardless of incoming achievement. The authors also examine how school practices affect students' grades, failure rates and attendance. Students' grades and attendance are particularly better than expected in schools characterized by two features-supportive relationships between teachers and students, and a perception among students that the work they are doing in high school is preparing them for the future.
Author: Heather Norbury
Publisher:
ISBN:
Category :
Languages : en
Pages : 41
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Book Description
Recent estimates suggest that of U.S. public high school freshmen in the fall of 2005 24.5 percent did not graduate on time in 2008/09 (Stillwell, Sable, and Plotts 2011). As states and school districts attempt to boost graduation rates, they face the challenge of identifying which students are at risk of not graduating on time. Early warning indicators based on measurable student outcomes and behaviors could help identify students at risk while there is still time to redirect their trajectory away from dropping out or falling behind. The current study focuses on the freshman on-track indicator developed by the Consortium on Chicago School Research (CCSR). The current study examined three research questions for two urban districts in the Midwest Region: (1) What were the freshman on-track and off-track rates for recent cohorts, overall and by student background subgroup?; (2) How did four-year in-district graduation rates compare for on-track and off-track freshmen in recent cohorts, overall and by student background subgroup?; and (3) To what extent does the on-track indicator predict four-year graduation rates for recent cohorts in each district, after accounting for baseline student background characteristics? The main results of the study are the following: (1) For both districts, students who were on track at the end of grade 9 graduated on time at a higher rate than did students who were off track. This was the case both overall and for every student background subgroup examined in each district; (2) For both districts, the on-track indicator was a significant predictor of on-time high school graduation, even after controlling for student background characteristics and for student assessment test scores in grade 8. The odds of on-time graduation for students who were on track at the end of their freshman year was estimated to be 6.6 times that of students who had similar characteristics but were off track at the end of their freshman year for District A and 5.5 times for District B; and (3) For both districts, the effect size of being on track compared with being off track (as measured by increases in the odds of graduating) was larger than the effect size for every student background characteristic and for grade 8 assessment test scores. The pattern of results in this study is similar to that of prior studies (Allensworth and Easton 2005; Hartman et al. 2011), with some differences in overall on-track rates, on-track rates for particular student subgroups, and the degree to which the on-track indicator differentiates between graduates and nongraduates. Appended are: (1) Study data and analysis; (2) Determination of on-track status and graduation status; (3) Analytic samples; (4) Graduation rates for freshmen in the 2005/06 and 2006/07 cohorts; and (5) Regression model specifications and results. (Contains 1 box, 8 figures, 8 tables and 17 notes.) [For "Using the Freshman On-Track Indicator to Predict Graduation in Two Urban Districts in the Midwest Region. Summary. Issues & Answers. REL 2012-No. 134," see ED531422.].
Author: Emily Krone Phillips
Publisher: The New Press
ISBN: 1620973243
Category : Education
Languages : en
Pages : 273
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Book Description
A Washington Post Bestseller An entirely fresh approach to ending the high school dropout crisis is revealed in this groundbreaking chronicle of unprecedented transformation in a city notorious for its "failing schools" In eighth grade, Eric thought he was going places. But by his second semester of freshman year at Hancock High, his D's in Environmental Science and French, plus an F in Mr. Castillo's Honors Algebra class, might have suggested otherwise. Research shows that students with more than one semester F during their freshman year are very unlikely to graduate. If Eric had attended Hancock—or any number of Chicago's public high schools—just a decade earlier, chances are good he would have dropped out. Instead, Hancock's new way of responding to failing grades, missed homework, and other red flags made it possible for Eric to get back on track. The Make-or-Break Year is the largely untold story of how a simple idea—that reorganizing schools to get students through the treacherous transitions of freshman year greatly increases the odds of those students graduating—changed the course of two Chicago high schools, an entire school system, and thousands of lives. Marshaling groundbreaking research on the teenage brain, peer relationships, and academic performance, journalist turned communications expert Emily Krone Phillips details the emergence of Freshman OnTrack, a program-cum-movement that is translating knowledge into action—and revolutionizing how teachers grade, mete out discipline, and provide social, emotional, and academic support to their students. This vivid description of real change in a faulty system will captivate anyone who cares about improving our nation's schools; it will inspire educators and families to reimagine their relationships with students like Eric, and others whose stories affirm the pivotal nature of ninth grade for all young people. In a moment of relentless focus on what doesn't work in education and the public sphere, Phillips's dramatic account examines what does.
Author: Jenifer Hartman
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
This study uses a measure of the on-track or off-track status of students at the end of grade 9 as an indicator of whether students in five Texas districts would graduate from high school in four years. In all five districts, on-time graduation rates were higher for students who were on track at the end of grade 9 than for students who were off track, both for students overall and for all racial/ethnic groups. This study is a first step in helping local districts and the Texas Education Agency develop an on-track indicator that accurately differentiates at the end of grade 9 between students who do and those who do not graduate on time. Appended are: (1) Study methodology; (2) District profiles; and (3) Off-track analysis. (Contains 1 box, 3 figures, 9 tables and 13 notes.) [For the summary report, see ED514376.].
Author: Elaine M. Allensworth
Publisher:
ISBN:
Category :
Languages : en
Pages : 68
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Book Description
Despite increasing recognition that a high school diploma is a minimum requirement for success in the workplace, nearly half of Chicago Public Schools (CPS) students fail to graduate, and in some CPS high schools, more students drop out than graduate. Research on dropping out has shown that the decision to persist in or leave school is affected by multiple contextual factors interacting in a cumulative way over the life course of a student. Often overlooked in this discussion is one most directly related to graduation: student course performance. This report looks at student performance in freshman coursework, how it is related to eventual graduation and how personal and school factors contribute to success of failure in freshman-year courses. Data on course performance can be used to identify future dropouts and graduates with precision, and performance indicators are compared to discern how they might be used for nuanced targeting of students at risk of dropping out. Factors contributing to successful course performance demonstrate that what students do while in high school is more important that their background or preparation for high school; Significant findings include: (1) Course passing rates are found to be primarily determined by attendance; and (2) Students attend class more often when they have strong relationships with their teachers, and when they see school and their coursework as relevant and important for their future. This is the message that must be urged upon both students and parents. The document includes four appendixes: (A) Individual School Data; (B) Description of Survey Measures; (C) Correlations Involving Survey Measures; and (D) Summaries of Models. (Individual chapters contain figures, tables, and endnotes.).
Author: Elaine Allensworth
Publisher: Consortium on Chicago School Research
ISBN: 9780989799454
Category :
Languages : en
Pages : 138
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Book Description
Grades and attendance-not test scores-are the middle grade factors most strongly connected with both high school and college success. In fact, grades and attendance matter more than test scores, race, poverty, or other background characteristics for later academic success. This report follows approximately 20,000 Chicago Public Schools students as they transition from elementary to high school. It is designed to help answer questions about which markers should be used to gauge whether students are ready to succeed in high school and beyond. It also considers the performance levels students need to reach in middle school to have a reasonable chance of succeeding in high school.
