Ninth-grade course failure rates varied substantially across CPS high schools even after controlling for demographics and prior achievement, and student-teacher relationship measures were associated with better-than-expected Freshman OnTrack rates¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Even when controlling for demographic and prior achievement considerations, rates of ninth-grade course failure were substantially different across CPS high schools. → Moeller 2018 q2 i? Several school culture measures, especially those related to student-teacher relationships, were associated with better-than-expected Freshman OnTrack rates, providing schools an evidence-based theory of action. → Moeller 2018 (2)

Evidence¶

Moeller 2018¶

Moeller, E., Seeskin, A., & Nagaoka, J. (2018). Practice-Driven Data: Lessons from Chicago's Approach to Research, Data, and Practice in Education. Chicago, IL: UChicago Consortium on School Research. https://consortium.uchicago.edu/publications/practice-driven-data-lessons-chicagos-approach-research-data-and-practice-education

q2 · i? · design · r1

The paper reports a Consortium research finding on cross-school variation: after controlling for demographics and prior achievement, ninth-grade course failure rates remained substantially different across high schools. The paper presents this as evidence that schools have agency to move student outcomes. No effect size or test statistic is printed in this passage.

"For example, in the same research report, Consortium researchers found that even when controlling for a number of considerations like the demographic and prior achievement data of CPS high schools, rates of ninth-grade course failure were substantially different across high schools."

Moeller 2018 (2)¶

Moeller, E., Seeskin, A., & Nagaoka, J. (2018). Practice-Driven Data: Lessons from Chicago's Approach to Research, Data, and Practice in Education. Chicago, IL: UChicago Consortium on School Research. https://consortium.uchicago.edu/publications/practice-driven-data-lessons-chicagos-approach-research-data-and-practice-education

q2 · i? · associational · r?

The same Consortium report is described as identifying school culture measures — especially student-teacher relationships — associated with better-than-expected Freshman OnTrack rates. The paper frames this as an evidence-based theory of action: building better student-teacher relationships might yield higher OnTrack rates. The association is reported without printed coefficients.

"Furthermore, researchers identified several measures of school culture—especially those related to student-teacher relationships—that were associated with better-than-expected Freshman OnT rack rates."

Discussion¶

Related Claims¶

• Ninth-grade GPAs varied substantially by gender, race/ethnicity, neighborhood SES, incoming test scores, course level, and school — related
• Schools serving similar students from similar neighborhoods had substantially different absence rates, with over half of school variation unexplained by student backgrounds or prior absences — related
• Graduation rates differ largely across Chicago schools, with many new charter and magnet schools and several neighborhood high schools showing exceptionally high rates beyond what incoming freshman characteristics would predict — related
• The Freshman OnTrack indicator is more predictive of graduation than eighth-grade test scores, SES, race/ethnicity, gender, and school mobility combined, and raising it raises graduation rates — related