Elementary On-Track framework

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Evidence · 2 claims (2 for) · 2 studies (1 review, 1 associational), q2–q3 · 0 of 2 report an effect size · 2 claims rest on one study

Description

Chicago Public Schools' Elementary On-Track framework uses GPA and attendance thresholds to organize support tiers for younger students.

Components

• Elementary On-Track categories combine GPA and attendance thresholds into four support tiers: The playbook presents CPS's Elementary On-Track framework, introduced in 2018 to organize on-track work for younger students. It crosses two thresholds—GPA 3.0 and attendance 90%—yielding four categories: "On-Track: GPA 3.0+, Attendance 90%+"; Academic Support (GPA below 3.0, attendance 90%+); Attendance Support (GPA 3.0+, attendance below 90%); and Intensive Support (both below). Educators use the categories to ask who needs support, what students are experiencing, and whether strategies are working. (UChicago Consortium on School Research (2024))

Claims

• Elementary students with 90%+ attendance and GPA 3.0+ in grades 3-8 were more likely to graduate high school with a 3.0+ GPA than peers in other EOT categories [+M]
• In a Chicago middle-grades study, the combination of grades and attendance provided the best prediction of high school on-track rates, and adding test scores and grit measures did not further improve prediction [+W]

Related Products and Programmes

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Key Sources

• UChicago Consortium on School Research. (2024). Family playbook: How can we understand students' progress in school? Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/events-and-resources

Page metadata

Field	Value
type	product
id	elementary-on-track-framework
title	Elementary On-Track framework
description	Chicago Public Schools' Elementary On-Track framework uses GPA and attendance thresholds to organize support tiers for younger students.
status	review
moved_from	design/elementary-on-track-four-categories
product_kind	framework
generated	by process:sweep-kinds on 2026-10-10
trust	unverified — no one has confirmed this page's content
sources	1 — uchicago-consortium-on-school-research-2024

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