Middle school and early high school dropouts have long troubled educators. However, research on this sad phenomenon has been far less than definitive as to the causes. In this research-based book, Roderick examines two critical factors impacting graduation or dropping out. They are school transition to middle school and from there to high school and, secondly, grade retention. The subjects of the study were students from an urban Massachusetts public school system. The author contends the notion that middle and high school dropouts can be predicted based on their grades and attendance in 4th grade. She also provides the strongest evidence to date that the experience of being retained in grade increases a student's chances of dropping out. This book gives us a new conception of the nature of school dropout in schools with high dropout rates.

The Path to Dropping Out: Evidence for Intervention

Education & Teaching

Roderick, Melissa

Schools & Teaching

Praeger

The University of Chicago Consortium on Chicago School Research (UChicago CCSR) builds the capacity for school reform by conducting research that identifies what matters for student success and school improvement. Since 2004, CCSR has tracked the postsecondary experiences of successive cohorts of Chicago Public Schools graduates and examined the relationship among high school preparation, support, college choice, and postsecondary outcomes. The goal of this research is to help policymakers and practitioners understand what it takes to improve the college outcomes for urban and other at-risk students who now overwhelmingly aspire to college. This second report in the "From High School to the Future" series looks beyond qualifications to examine where students encounter potholes on the road to college. The findings reveal that Chicago students at all levels of qualifications do not successfully navigate the daunting process of enrolling in four-year colleges and too often default to colleges for which they are overqualified. The study relies on qualitative and quantitative data for CPS seniors in 2005: student and teacher surveys, transcripts, college enrollment data reported by the National Student Clearinghouse, and student interviews. Consortium researchers spent nearly two years interviewing and tracking the academic progress of 105 students in three Chicago high schools. The ten case studies included in the "Potholes" study each highlight a student who struggled at a different point in the postsecondary planning process.

From High School to the Future: Potholes on the Road to College

Nagaoka, Jenny

Coca, Vanessa

Moeller, Eliza

Roddie, Karen

Gilliam, Jamiliyah

Patton, Desmond

Consortium On Chicago School Research

"Teaching Adolescents To Become Learners" summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies, and social skills, and proposes a framework for thinking about how these factors interact to affect academic performance, and what the relationship is between noncognitive factors and classroom/school context, as well as the larger socio-cultural context. It examines whether there is substantial evidence that noncognitive factors matter for students' long-term success, clarifying how and why these factors matter, determining if these factors are malleable and responsive to context, determining if they play a role in persistent racial/ethnic or gender gaps in academic achievement, and illuminating how educators might best support the development of important noncognitive factors within their schools and classrooms. The review suggests some promising levers for change at the classroom level, and challenges the notion that hard work and effort are character traits of individual students, instead suggesting that the amount of effort a student puts into academic work can depend, in large part, on instructional and contextual factors in the classroom. In addition, the review also presents challenges for future research on noncognitive factors. This work was supported by Raikes Foundation and Lumina Foundation.

Teaching Adolescents To Become Learners The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review

Johnson, David W.

Allensworth, Elaine

Farrington, Camille A.

Keyes, Tasha Seneca

Beechum, Nicole O.

"From High School to the Future: The Challenge of Senior Year in Chicago Public Schools" finds there is much work to do to shift the focus of senior year in Chicago from finishing graduation requirements to preparing for college or employment. This report shows that the majority of CPS seniors have schedules dominated by makeup courses and electives and other non-core subject areas, and students themselves describe senior year as unchallenging and easier than previous years. Over the past several years, “college and career readiness for all,” has become the mantra of education reform in the United States. The challenges of senior year described in this report, however, demonstrate the magnitude of the problems educators face in creating an educational experience that truly prepares students for life after graduation. This report is designed to inform a discussion of how best to reform senior year, as well as to spark a conversation about the important challenges that precede and follow this pivotal period. The study analyzes the coursetaking patterns of more than 50,000 CPS students in the graduating classes of 2003 to 2009. It looks at the impact of senior year coursetaking on college enrollment and persistence; describes the post-graduation outcomes of CPS graduates with extremely limited access to college; and draws on data from interviews with seniors in three CPS high schools to take an in-depth look at students’ experiences during senior year. While the study finds that the highest-achieving students in CPS are generally participating in a rigorous senior year, “there seems to be no organizing framework and common set of expectations for students who might be college bound but are not the most highly qualified,” said Thomas Kelley-Kemple, report author and senior quantitative analyst at UChicagoCCSR. CPS must also grapple with what senior year should look like for a particularly challenging group of students: the roughly 45 percent of CPS graduates who begin senior year off of the trajectory to attend a four-year college with some level of selectivity. In the fall after graduation, the most common outcome for these students was to be neither working nor in school, the report finds.

From High School to the Future: The Challenge of Senior Year in Chicago Public Schools

Kelley-Kemple, Thomas

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