Requiring all students to take college-prep ninth-grade courses did not increase dropout or reduce graduation, including for low-ability students¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r? · q2–q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The policy profoundly increased demands on low-ability students without driving more of them out of high school. → Allensworth 2008

q2 i? Graduation rates did not decline when low-ability students began high school in college-preparatory rather than remedial courses. → Elaine Allensworth 2008

Evidence¶

Allensworth 2008¶

Allensworth, E., Nomi, T., Montgomery, N., & Lee, V. E. (2008). College Preparatory Curriculum for All: Consequences of Ninth-Grade Course Taking in Algebra and English on Academic Outcomes in Chicago. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/college-preparatory-curriculum-all-consequences-ninth-grade-coursetaking-algebra-and

q3 · i? · causal · r2

From the discussion of the cohort evaluation: graduation rates did not decline when students began high school in college-preparatory rather than remedial courses, and very low ability students were only slightly more likely to graduate.

"Requiring all students to take college-prep courses rather than accumulating credits through remedial coursework did not aggravate an already high dropout rate."

Elaine Allensworth 2008¶

Elaine Allensworth, Takako Nomi, Nicholas Montgomery, & Valerie E. Lee. (2008). College Preparatory Curriculum for All: Consequences of Ninth-Grade Course Taking in Algebra and English on Academic Outcomes in Chicago. Consortium on Chicago School Research at the University of Chicago. https://ccsr.uchicago.edu

q2 · i? · associational · r?

Authors' interpretation in the Discussion of the null graduation finding from the RQ2/RQ3 models; they argue this no-difference finding matters because educators feared higher demands would drive students out of school.

"Requiring all students to take college-prep courses rather than accumulating credits through remedial coursework did not aggravate an already high dropout rate."

Discussion¶

Learner Variables¶

• General Cognitive Ability — moderator: an instructional effect differs with it

Related Claims¶

• Chicago's college-prep-for-all policy nearly universalized enrollment in Algebra I and English I and narrowed course-taking gaps by race, ability, and special education status — related
• Universal college-prep coursework did not prepare more students for college: upper-level math credits and four-year college entrance showed no overall gains — related
• Mandated rigorous-curriculum policies in CPS sometimes had adverse consequences: the IDS initiative saw test scores decline and the college-prep-for-all policy increased course failure without achievement gains — related
• Overall policy effects were concentrated among the lowest-ability students: larger credit gains but more failures and lower math GPAs, with ninth-grade test scores unaffected — related
• Long-term outcomes showed few benefits: slight increases in upper-level math credits for low-ability students but slightly lower final GPAs and reduced 4-year college enrollment for others — related
• Overall policy effects: lowest-ability students earned more ninth-grade credits but also failed more, and long-term outcomes were small to non-existent, with no increase in college entrance — related
• Reinstating high-stakes testing to measure learning loss narrows the curriculum and does not benefit long-term achievement — related
• Completing the recommended number of core academic courses does not ensure college preparation because the New Basics curriculum does not specify course content — related
• Taking Algebra I instead of remedial math raised Algebra credit attainment but increased failure rates and lowered math grades, with no test-score benefit — related
• Subject-matter-centered reform that ignores climate may raise achievement scores while increasing dropout rates — related
• Grade retention and tracking students into remedial instruction undermine achievement, while formative assessment with acceleration strategies improves learning — related
• College enrollment and persistence did not improve after the science requirement, and college-going declined in later years — related