The On-track Indicator as a Predictor of High School Graduation PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The On-track Indicator as a Predictor of High School Graduation PDF full book. Access full book title The On-track Indicator as a Predictor of High School Graduation by Elaine Marie Allensworth. Download full books in PDF and EPUB format.
Author: Elaine Marie Allensworth
Publisher:
ISBN: 9780972603560
Category : High school attendance
Languages : en
Pages : 26
Get Book Here
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
Get Book Here
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
Get Book Here
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: Emily Krone Phillips
Publisher: The New Press
ISBN: 1620973243
Category : Education
Languages : en
Pages : 256
Get Book Here
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: Elaine Allensworth
Publisher:
ISBN: 9780978738341
Category :
Languages : en
Pages : 68
Get Book Here
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: Elaine Allensworth
Publisher: Consortium on Chicago School Research
ISBN: 9780989799454
Category :
Languages : en
Pages : 138
Get Book Here
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.
Author: Amy L. Reschly
Publisher: Springer Nature
ISBN: 3031078535
Category : Psychology
Languages : en
Pages : 672
Get Book Here
Book Description
The second edition of the handbook reflects the expanding growth and sophistication in research on student engagement. Editorial scope and coverage are significantly expanded in the new edition, including numerous new chapters that address such topics as child and adolescent well-being, resilience, and social-emotional learning as well as extending student engagement into the realm of college attendance and persistence. In addition to its enhanced focus on student engagement as a means for promoting positive youth development, all original chapters have been extensively revised and updated, including those focusing on such foundational topics related to student engagement as motivation, measurement, high school dropout, school reform, and families. Key areas of coverage include: Demography and structural barriers to student engagement. Developmental and social contexts of student engagement. Student engagement and resilience. Engaging students through effective academic instruction and classroom management. Social-emotional learning and student mental health and physical well-being. Student engagement across the globe, languages, and cultures. The second edition of the Handbook of Research on Student Engagement is the definitive resource for researchers, scientist-practitioners and clinicians as well as graduate students in such varied fields as clinical child and school psychology, social work, public health, educational psychology, teaching and teacher education, educational policy, and all interrelated disciplines.
Author: Joseph F. Murphy
Publisher: Corwin Press
ISBN: 1506387055
Category : Education
Languages : en
Pages : 444
Get Book Here
Book Description
Unpack the standards and build a plan for leading learning Professional Standards for Educational Leaders introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one. Written by the primary architect of PSEL, educational leadership expert Joseph F. Murphy, this authoritative guide to understanding and applying the standards explores the new emphasis on: Leadership of learning, school culture, and diversity Values, ethics, and professional norms of educational leadership Teacher quality, instruction, and caring support Written for higher education faculty, professional development providers, and school and district leaders, the author truly brings the standards to life. This comprehensive manual will power the educational leadership profession through the challenges of the next decade and beyond. "Murphy offers an exploration of the kind of leadership that matters most for each and every student. Let us hope the thinking reflected in this book and the new PSEL standards redirects our attention to what it really means to lead in education." Michelle D. Young, UCEA Executive Director, Professor of Leadership University of Virginia "Joseph Murphy debunks myths about standards for educational leaders and skillfully unpacks the moral, foundational, and experiential basis for the revised professional standards to guide effective leadership of our nation’s schools. This book is a must read for those interested in leadership for learning and the academic success and wellbeing of students, because these standards will shape our field for the next quarter century as the ISLLC standards have done since 1996." Martha McCarthy, Presidential Professor Loyola Marymount University
Author: Emily Freeland
Publisher: Taylor & Francis
ISBN: 1000822257
Category : Education
Languages : en
Pages : 130
Get Book Here
Book Description
From Ghosts to Graduates is a timely book that recognizes that three years of interrupted learning has created an impending dropout timebomb of students who are traditionally at risk, as well as those who became disengaged during pandemic learning. Many students are ghosts in the system – they have become disconnected and disenchanted with schooling. Instead of only addressing strategies to treat the symptoms of dropping out, this important resource addresses the causes of the disengagement that led to those symptoms. Author Emily Freeland shows how to identify existing and potential ghosts, how to reconnect students to the learning process and communicate that we see them and believe in them, how to overcome barriers to progress, and how to restore hope. Each chapter offers current research and practical strategies, as well as Do Now and Reflection sections to help you apply the ideas as you read. With the deliberate practices in this book, you’ll be able to change the trajectory of the ghosting trend and help more of your students be seen.
Author: Joseph Murphy
Publisher: Corwin Press
ISBN: 1483385981
Category : Education
Languages : en
Pages : 157
Get Book Here
Book Description
Great leaders create stronger foundations by building Instructional Capacity Technology and the age of information have forced educators to rethink how they can create a supportive culture and build academic press. School leaders who learn how to balance these ideas will build successful teams to meet today’s standards. In this companion to Creating Productive Cultures in Schools, Joe Murphy unpacks essential elements of building instructional capacity-Academic Press- through effective management of instruction, curriculum, and assessment. Leaders and change facilitators who read this will: Be reminded how effective instruction works and what forces shape it Understand how powerful assessment ideas can guide successful change Discover secrets to hiring and developing capacity-rich talent Know how to approach and manage curriculum for 21st century outcomes "Over the past decade increasing emphasis has been given by scholars, policymakers and practitioners to the role leaders play in building the capacity of schools to improve teaching and learning. This volume provides a sound foundation for thinking about the meaning of ′capacity′ as well as the tools leaders can use for productive impact." Dr. Philip Hallinger Professor of Educational Management, Chulalongkorn University (Thailand) "This book is a practical synthesis of what we know about fostering instructional improvement that should be a required read for every principal. Murphy goes to the heart of leadership by focusing on what can be done in any school or community to strengthen teachers’ capacity to serve all students. There are no simple checklists, but a wise distillation of core ideas that will work in complex settings." Karen Seashore Louis, Regents Professor University of Minnesota
Author: Laura W. Perna
Publisher: JHU Press
ISBN: 1421425475
Category : Education
Languages : en
Pages : 159
Get Book Here
Book Description
As scholars become more public, what responsibility do they have to advocate for policies that will advance equity, inclusiveness, and social change? Higher education scholars often conduct research on topics about which they care deeply, but to what extent should they be advocates for reform and social change? One school of thought believes researchers should remain dispassionate and data focused; the other, that a researcher, by the very questions she asks, can help effect social change. In this book, Laura W. Perna questions how, why, and when higher education researchers should be public intellectuals and whether, armed with research, they are—and should be—a powerful force for change. Taking It to the Streets collects essays from nationally and internationally recognized thought leaders with diverse opinions and perspectives on these issues. With the intentional inclusion of voices on different sides of this discussion, the volume offers a thought-provoking and nuanced understanding of the multifaceted connections between higher education research, advocacy, and policy. Contributors: Ann E. Austin, Estela Mara Bensimon, Anthony A. Berryman, Mitchell J. Chang, Cheryl Crazy Bull, Adam Gamoran, Sara Goldrick-Rab, Shaun R. Harper, Donald E. Heller, Adrianna Kezar, Simon Marginson, James T. Minor, Jeannie Oakes, Laura W. Perna, Gary Rhoades, Daniel G. Solorzano, Christine A. Stanley, William G. Tierney
