Preventable Failure: Improvements in Long-Term Outcomes When High Schools Focused on the Ninth Grade Year. Research Summary

Autor/inn/en	Roderick, Melissa; Kelley-Kemple, Thomas; Johnson, David W.; Beechum, Nicole O.
Institution	University of Chicago Consortium on Chicago School Research
Titel	Preventable Failure: Improvements in Long-Term Outcomes When High Schools Focused on the Ninth Grade Year. Research Summary
Quelle	(2014), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-9897994-4-7
Schlagwörter	Urban Schools; Public Schools; Grade 9; Academic Failure; Intervention; Grade 8; Transitional Programs; Outcomes of Education; Attendance Patterns; Dropout Prevention; High School Students; At Risk Students; Predictor Variables; Program Effectiveness; Progress Monitoring; Academic Achievement; Graduation Rate; Gender Differences; Racial Differences; Grades (Scholastic); Ethnic Groups; African American Students; Hispanic American Students; White Students; Illinois + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; School year 09; 9. Schuljahr; Schuljahr 09; School year 08; 8. Schuljahr; Schuljahr 08; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Schulleistung; Geschlechterkonflikt; Rassenunterschied; Notenspiegel; Ethnie; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	In 2007, spurred by University of Chicago Consortium on Chicago School Research (UChicago CCSR) research reports, leadership at the Chicago Public Schools (CPS) began a new targeted approach to reducing course failure in the ninth grade. The research suggested that the transition between eighth and ninth grade played a critical role in shaping students' long-term outcomes, and demonstrated that students' attendance and course performance in the ninth grade year were highly predictive of high school dropout. The district initiative promoted the use of data to monitor students' level of dropout risk throughout the ninth-grade year, allowing teachers to intervene before students fell too far behind. The report offers key findings, endnotes, and about the authors. (ERIC).
Anmerkungen	University of Chicago Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://ccsr.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01