Black and Latinx students were less likely than their peers to be in the On-Track category, and within each race/ethnicity group boys were less likely to be on-track than girls¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q2 i? In the 2018-19 school year, Black and Latinx students were less likely to be On-Track, and boys within each group were more likely to be in Academic Support or Intensive Support categories. → Seeskin 2022

Evidence¶

Seeskin 2022¶

Seeskin, A., Massion, T., and Usher, A. (2022). Elementary on-track: Elementary school students' grades, attendance, and future outcomes. Chicago, IL: University of Chicago Consortium on School Research. https://toandthrough.uchicago.edu/middle-grades-network-improvement-community

q2 · i? · associational · r2

Descriptive distribution analysis of students in grades 3-8 in school year 2018-19 (N=139,338 for Figure 10), disaggregated by race/ethnicity and gender. The report also notes more than 7,000 Black boys and 14,550 Latino boys were on-track that year.

"Black and Latinx students were less lik ely than their peers to be in the On-Track category. And within each race/ethnicity group, boys were less likely to be in the On-Track category than girls, and more likely than girls to be in the Academic Support or Intensive Support categories."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Graduation rates by age 19 in Chicago varied substantially by race/ethnicity and gender, with African-American boys lowest (39 percent) and Asian girls highest (85 percent) — related
• Gains in sophomore performance were unequal: about one in five Latino and Black young men were off-track at the end of sophomore year — related
• Within the same neighborhoods and schools, boys and Black students are more likely to be overage for grade, a proxy for prior retention — related
• Bachelor's DAI varies sharply by race/ethnicity and gender: Black and Latino young men are projected at 10 and 13 percent versus a 19 percent district average — related
• Ninth-grade GPAs varied substantially by gender, race/ethnicity, neighborhood SES, incoming test scores, course level, and school — related
• Subgroup categories such as FRL eligibility and multilingual learner status mask wide within-category variation — related
• Black and Latinx students generally feel less safe at school than their White peers — related
• Latino girls reported higher belonging and achievement than boys, and Latino subgroup and parent-education differences emerged in the sixth grade — related
• Students off track for graduation after ninth grade are less than half as likely to graduate than their on-track peers — related
• Class of 1997 outcomes differed by gender, with girls graduating at higher counts than boys within five years — related
• Individual-difference themes (academic motivation, emotional stability, gender, race and ethnicity) are associated with school belonging — related
• Students off track after ninth grade are less than half as likely to graduate, with Black and Latino students 46% and 31% more likely than the national average to be off track in 2022 — related