Freshman failures clustered in math more than English, and many students failed both core subjects¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2004: baselines and conditions change

Subclaims¶

q2 i? Table 8 reports counts of freshmen receiving Fs in English, in math, and in both subjects, to show whether the same students fail both. → Shazia Rafiullah Miller 1999 q2 i? In 1997-98, 100 freshmen received an F in English, 143 in math, and 79 in both. → Shazia Rafiullah Miller 1999 (2)

Evidence¶

Shazia Rafiullah Miller 1999¶

Shazia Rafiullah Miller, Stuart Luppescu, Robert M. Gladden, and John Q. Easton. (1999). How Do Kenwood Academy Students Perform? Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/how-do-kenwood-graduates-perform

q2 · i? · associational · r1

The report describes Table 8 as showing freshman Fs in English or math, and "the number who received Fs in both subjects to in- dicate whether the students failing one of these core subjects were the same students failing the other". Counts are descriptive.

"It also shows the num- ber who received Fs in both subjects to in- dicate whether the students failing one of these core subjects were the same students failing the other."

Shazia Rafiullah Miller 1999 (2)¶

Shazia Rafiullah Miller, Stuart Luppescu, Robert M. Gladden, and John Q. Easton. (1999). How Do Kenwood Academy Students Perform? Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/how-do-kenwood-graduates-perform

q2 · i? · associational · r2

Table 8's 1997-98 row printed verbatim: "1997–1998 Freshmen 379 100 143 79", giving counts with Fs in English, in math, and in math AND English.

"1997–1998 Freshmen 379 100 143 79"

Discussion¶

Related Claims¶

• More Barton freshmen failed math than English, and many failing students failed both subjects — possibly the same claim (merge candidate)
• Core-course failures in freshman year strongly predict non-graduation, similarly across subjects — related
• Three freshman warning indicators—off-track status, any course failure, and attendance below 85 percent—identify 70 percent of eventual non-graduates — related
• Most Chicago freshmen fail at least one course, miss substantial school, or earn below a C average in their first year — related
• Student performance declines from freshman to sophomore year, with course failures rising in every subject and attendance declining sharply — related
• Most students needing Algebra I credit recovery failed multiple ninth-grade courses and few were on track to graduate — related
• Non-core course failures in ninth grade were associated with decreases in four-year graduation rates similar to core course failures — related