ELL newcomers entering CPS after age 12 graduated at lower rates than students with the same grades and attendance, with school quality the key associated factor¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? ELL students who were newcomers to CPS after age 12 were less likely to graduate than other students with the same grades and attendance. → Ninth Grade Course Performance Found to Be the Strongest Predictor of High School Graduation for Chicago English Language Learners 2012 q2 i? The most important factor associated with these lower graduation rates was the quality of schools these students attended. → Ninth Grade Course Performance Found to Be the Strongest Predictor of High School Graduation for Chicago English Language Learners 2012

Evidence¶

Ninth Grade Course Performance Found to Be the Strongest Predictor of High School Graduation for Chicago English Language Learners 2012¶

Ninth Grade Course Performance Found to Be the Strongest Predictor of High School Graduation for Chicago English Language Learners. (2012). University of Chicago Consortium on Chicago School Research / National High School Center. http://www.betterhighschools.org

q2 · i? · associational · r?

Cohort analysis of the 2004-05 CPS ninth-grade ELL cohort. The report states newcomers after age 12 were "less likely to graduate than other students with the same grades and attendance"; school quality was the most important associated factor. No effect size printed.

"ELL students who were newcomers to CPS after age 12 were less likely to graduate than other students with the same grades and attendance. The most important factor associated with these lower graduation rates was the quality of schools these students attended"

Discussion¶

Learner Variables¶

English-Learner Status — predictor: learners who differ on it differ in outcomes

Hispanic ELLs new to CPS in middle or high school performed as well or better than any group in ninth grade but graduated at lower rates than all groups except long-term ELLs — related
Long-term Hispanic ELLs had the worst course performance and graduation rates, with only 52 percent graduating within four years — related
Ninth-grade on-track ELL students in Chicago were up to 3.5 times more likely to graduate than off-track students — related
Hispanic students graduated at far lower rates than white and Asian ELL students despite similar course performance patterns — related
Long-term English Learners with IEPs were on-track in ninth grade at near district-average rates but graduated at substantially lower rates, similar to non-English Learners with IEPs — related
Course performance indicators predict ELL graduation better than ELL-specific indicators such as proficiency level or education interruptions — related

Page metadata

Field	Value
`type`	`claim`
`id`	`ell-newcomers-after-age-12-lower-graduation`
`title`	`ELL newcomers entering CPS after age 12 graduated at lower rates than students with the same grades and attendance, with school quality the key associated factor`
`description`	`ELL newcomers entering CPS after age 12 graduated at lower rates than students with the same grades and attendance, with school quality the key associated factor`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2012`
`generated`	by `process:wiki-ingest` on `2026-10-08`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `ninth-grade-course-performance-found-to-be-the-strongest-predictor-of-high-school-graduation-for-chicago-english-language-learners-2012`

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