![]() ![]() A school culture that stresses collective responsibility for absences and academic success might include team meetings around real-time attendance reports or shared outreach when students do not show up to class. Attendance improves when teachers take collective responsibility for the success of the whole school, not just their individual students. Embrace collective responsibility for academic success. In light of this, schools must work to help students and families understand the cost of frequent absences, closely monitor attendance, and provide support from teachers and staff to get students to class.ģ. The consortium found that each week of absence per semester in 9th grade is associated with a more than 20 percentage-point decline in the probability of graduating from high school. Attendance is the precursor to engagement, learning, academic success, and, yes, graduation. Chicago’s on-track rate for freshmen rose from 57 to 82 percent between 20.Ģ. The consortium’s on-track indicator uses simple data-reports that allow teachers to monitor student performance, identify those at risk of failing classes, and share successful intervention strategies. ![]() Freshmen who are “on track” to graduate-earning no more than one F in a core course per semester and accumulating sufficient credits to advance to sophomore year-are four times more likely to graduate than students who are off-track. Make use of proven early-warning indicators. How other school districts can learn from Chicago is best captured by these six suggestions:ġ. One thing is certain, students are more likely to graduate if they can successfully adjust to high school. The consortium’s research on their progress provides a window into what might work for freshmen across the country. The four-year graduation rate also increased from 49 percent in 2007 to 69 percent in 2014. The results speak for themselves: Between 20, the number of freshmen who went on to 10th grade grew by almost 7,000 students. These efforts include implementing summer programs, using data to monitor student progress, and hiring 9th grade staff coordinators. Take Chicago, for example: For the last decade, the University of Chicago Consortium on School Research has tracked Chicago public schools’ efforts to reduce 9th grade course failure and improve graduation rates. The habits students set as freshmen have an impact on their path to completing high school and their future beyond graduation. As a nation, we will see a return on this investment in the form of higher employment and tax revenue, reduced costs for social services and prisons, and greater voter turnout.Īs two leaders highly invested in improving graduation rates, we know that reaching these individual and collective goals will largely depend on how educators, school leaders, and parents support high school freshmen today. If nothing changes between now and 2020, nearly three-quarters of a million young people each year will see their prospects for higher education, high-skilled jobs, and economic mobility severely curtailed.īut if we successfully reach a 90 percent rate, almost 300,000 more high school seniors each year will get the best possible shot at success-higher incomes, better health, and longer life expectancy. At the current rate, close to 700,000 of today’s high school freshmen won’t make it. Overall national graduation rates for public school students have climbed 4.2 percentage points in the past four years, up from 79 percent in the 2010-11 school year to the current 83.2 percent.ĭespite improvements, the stakes remain high. public high school students has steadily increased. In recent years, the graduation track record of our 15 million U.S. And GradNation-the national campaign by America’s Promise Alliance to increase graduation rates to 90 percent by 2020-is entering its make-it-or-break-it years. ![]() As the final months of the 2016-17 school year unfold, the nation’s 4 million 9th graders-the Class of 2020-are entering the make-it-or-break-it final weeks of their first year of high school. ![]()
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