Integrate attendance and GPA on-track indicators with qualitative data into elementary systems of student support¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends that elementary and middle school practitioners integrate attendance and GPA indicators into their existing systems of student support to more effectively identify and track student interventions. It advises using the Condensed EOT framework "at least quarterly to identify and intervene with students" and combining indicator data with qualitative insights, as Chicago high schools did with Freshman OnTrack. Teams should ask short-term questions leading to immediate interventions and long-term questions leading to strategy shifts.

Design Implications¶

Context¶

Requirements¶

• Access to regular GPA and attendance data through internal systems
• Time for educator teams to meet regularly and review data alongside qualitative insights

Constraints¶

• Not all school districts may have the capacity to undertake research and develop their own Elementary On-Track metric

Target Learners¶

• Elementary and middle school students in grades 3-8

Target Learning Goals¶

• Early identification of students needing support
• Improving grades, attendance, and long-term outcomes

Related Strategies¶

• Monitor freshman-year grades and intervene early, treating D students as needing attention comparable to F students

Examples¶

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Key Sources¶

• Seeskin, A., Massion, T., and Usher, A. (2022). Elementary on-track: Elementary school students' grades, attendance, and future outcomes. Chicago, IL: University of Chicago Consortium on School Research. https://toandthrough.uchicago.edu/middle-grades-network-improvement-community