Full college-sequence completion rose from 9.6 to 15.8 percent, with about 75 percent of the unadjusted increase due to factors other than student composition¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The percent of high school eligible students passing the full college preparatory sequence in four years rose from 9.6 to 15.8 percent; after adjustment the rate was 12.8 percent, with 25 percent of the unadjusted increase due to composition change and 75 percent due to other factors such as increased requirements. → Shazia Rafiullah Miller 2002

Evidence¶

Shazia Rafiullah Miller 2002¶

Shazia Rafiullah Miller, Elaine M. Allensworth, Julie Reed Kochanek. (2002). Student Performance: Course Taking, Test Scores, and Outcomes — The State of Chicago Public High Schools: 1993 to 2000. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/student-performance-course-taking-test-scores-and-outcomes

q2 · i? · associational · r3

Four-year cohort trend analysis of course-taking among all high school eligible Chicago students, adjusted for student characteristics. The report found the full college sequence pass rate rose from 9.6 to 15.8 percent unadjusted and to 12.8 percent adjusted, attributing "75 percent is due to other factors (such as increased requirements)".

"This suggests that of the 6.2 percent increase in the unadjusted rate, 25 percent is due to the change in student composition and 75 percent is due to other factors (such as increased requirements)."

Discussion¶

Related Claims¶

• Algebra/geometry sequence passing rose from 36.5 to 49.7 percent, with changes in incoming students accounting for only 17.8 percent of the improvement — related
• Rising honors course-taking was due primarily to better-prepared students, with only small adjusted gains — related
• On-track rates after ninth grade rose from 42.2 to 50.6 percent, with slightly less than half the adjusted improvement attributable to better-prepared entering students — related