Former English Learners had higher Freshman OnTrack and graduation rates than the district average in Chicago Public Schools¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Former English Learners had the highest Freshman OnTrack (90%) and four-year graduation (88%) rates, above district averages of 88% and 84%. → de la Torre 2024

Evidence¶

de la Torre 2024¶

de la Torre, M., Blanchard, A., Franklin, K., Angeles, C., & Allensworth, E.M. (2024). English Learners in Chicago Public Schools: A Spotlight on High School Students. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/english-learners-in-chicago-public-schools-a-spotlight-on-high-school-students

q2 · i? · associational · r3

Descriptive analysis of three CPS cohorts (78,507 first-time ninth-graders, 2014-2016). Former English Learners, 23% of ninth-graders, showed rates "90% and 88% respectively" versus district averages of 88% and 84%.

"Former English Learners had the highest Freshman OnTrack and graduation rates, 90% and 88% respectively (see Figures 2 and 3 ), while the district averages were 88% and 84% respectively."

Discussion¶

Related Claims¶

• Former English Learners graduated from CPS high school at a higher rate (89.0%) than students never classified as English Learners (84.1%) — related
• Students who began as English Learners graduated from high school at a slightly higher rate than never-classified EL students and enrolled in college at about the same rate, with more two-year enrollment — related
• Among four-year college enrollees, former and late-arriving English Learners persisted at or above district-average rates while long-term English Learners with IEPs persisted at substantially lower rates — related
• Long-term English Learners without IEPs had the lowest Freshman OnTrack rate and substantially lower graduation rates than district average — 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
• Former English Learners graduated from CPS high school at a higher rate than never-English Learners, while active English Learners graduated at a slightly lower rate — related
• Indicator performance differs across EL subgroups: former and late-arriving ELs had stronger ninth-grade GPAs and attendance than never ELs, while long-term ELs without IEPs had much lower GPAs — related