High schools that foster 8th-to-9th-grade student growth across multiple dimensions positively influence students' social and academic trajectories¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? High schools fostering growth across socioemotional development, test scores, and behaviors positively influence students' social and academic trajectories, including graduation and postsecondary enrollment. → Shanette C. Porter 2023

Evidence¶

Shanette C. Porter 2023¶

Shanette C. Porter, C. Kirabo Jackson, Sebastián Kiguel and John Q. Easton. (2023). Investing in Adolescents: High School Climate and Organizational Context Shape Student Development and Educational Attainment. UChicago Consortium on School Research. https://consortium.uchicago.edu/publications/investing-in-adolescents

q3 · i? · associational · r2

The study used administrative records and 5Essentials Survey measures of socioemotional development from "8th and 9th grade students who attended a CPS high school between 2011 and 2017 (160,148 students)". Schools fostering multi-dimensional growth improved graduation and postsecondary outcomes.

"High schools that fostered 8th to 9th grade student growth across multiple dimensions positively influenced students' social and academic trajectories."

Discussion¶

Related Claims¶

• Schools' impacts on socioemotional development and behaviors in 9th grade matter substantially more for long-run trajectories than test score impacts — related
• Fostering socioemotional development and fostering test score growth had nearly identical impacts on 9th grade test scores — related
• Strong scores and growth on the 5Essentials Survey predict student success measures including GPA, attendance, test scores, and college enrollment — related
• School and teacher effects on students' school experiences influence social and educational trajectories more than their effects on academic achievement measures — related
• The article claims schools can improve attendance, test scores, and graduation rates by identifying high-impact metrics and fostering a collaborative culture of improvement — related
• Academic self-efficacy is associated with high school graduation rates and mathematics achievement — related
• Students' survey reports of their school experiences predict later academic and well-being outcomes including attendance, grades, test scores, graduation, college enrollment, and well-being — related
• Social-emotional value-added measures are nearly as predictive of a high school's impact on test scores as test-score value-added — a narrower finding that bears on this claim
• Timing of English learner reclassification influences later outcomes such as high school graduation — related
• Comprehensive community school interventions show positive impacts on student outcomes including attendance, achievement, graduation, and reduced achievement gaps — related
• Schools fostering high self-esteem and social and scholastic success reduce the likelihood of emotional and behavioral disturbance — related
• School quality measures that exclude schools' impacts on socioemotional development underestimate or misidentify many impactful schools — related