What Matters for Staying On-Track and Graduating in Chicago Public High Schools: A Close Look at Course Grades, Failures, and Attendance in the Freshman Year. Research Report

Autor/inn/en	Allensworth, Elaine M.; Easton, John Q.
Institution	Consortium on Chicago School Research, IL.
Titel	What Matters for Staying On-Track and Graduating in Chicago Public High Schools: A Close Look at Course Grades, Failures, and Attendance in the Freshman Year. Research Report
Quelle	(2007), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; High Risk Students; Dropouts; Graduation; Academic Achievement; Public Schools; Urban Schools; High School Freshmen; Academic Persistence; School Holding Power; Attendance Patterns; Correlation; Teacher Student Relationship; Relevance (Education); Predictor Variables; Student Characteristics; Academic Failure; Grades (Scholastic); Gender Differences; Educational Environment; Grade Point Average; Grade 9; Illinois + Suchen Sie Ihr Suchwort? Problemschüler; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Abschluss; Graduierung; Schulleistung; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Relevance; Relevanz; Prädiktor; Notenspiegel; Geschlechterkonflikt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	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.) (ERIC).
Anmerkungen	Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://www.consortium-chicago.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10