CHSRI students graduated at significantly higher four-year rates than similar students, with differences of 7 to more than 9 percentage points across cohorts¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Four-year graduation rates increased steadily across the first three CHSRI cohorts, and the difference between CHSRI students and similar students at similar non-CHSRI schools was statistically significant at all three time points, ranging from 7 to more than 9 percentage points. → Susan Sporte 2010

Evidence¶

Susan Sporte 2010¶

Susan Sporte, Marisa de la Torre. (2010). Chicago High School Redesign Initiative: Schools, Students, and Outcomes. Consortium on Chicago School Research at the University of Chicago, Urban Education Institute. https://consortium.uchicago.edu/publications/chicago-high-school-redesign-initiative-schools-students-and-outcomes

q2 · i? · causal · r2

Cohort analysis of four-year graduation rates for students entering as freshmen in 2002, 2003, and 2004. In the 2004-05 cohort, 57.2 percent of CHSRI students graduated versus 49 percent of similar students; rates remained below 60 percent for all cohorts. No effect size printed.

"the four-year graduation rate increased steadily across cohorts, and the difference between CHSRI schools and similar non-CHSRI schools was statistically significant at all three time points"

Discussion¶

Related Claims¶

• The CHSRI graduation advantage was concentrated among students least likely to graduate, exceeding six percentage points in the lowest stratum versus about two in the highest — related
• Nearly all CHSRI schools graduated at least as many students as predicted given the students they served — related
• Eighth-grade graduates fared better in the transition to high school over time, but Freshman OnTrack rates were not consistently higher than at similar schools — related
• Outcome differences between CHSRI new-start and redesigned schools were not statistically significant after accounting for incoming student differences — related
• Teachers in CHSRI schools reported statistically significantly higher perceptions of trust and collaboration than teachers in non-CHSRI schools — related
• Juniors in the first CHSRI cohort were seven percentage points less likely to have dropped out by junior year, marginally significant — related
• Student reports of instruction were generally similar across school types, with juniors in small schools reporting higher academic press and support — related
• CHSRI students did not score differently on the PSAE in reading or math, and freshmen were not significantly more likely to be on-track — related