What Matters for Staying On-Track and Graduating in Chicago Public High Schools: A Close Look at Course Grades, Failures, and Attendance in the Freshman year

By Elaine Allensworth, J. Easton. 2013

439 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d69a6b151366939a11bf2fdae16f5b309dca8889

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Citations in the corpus

The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students (2017, background): “Research indicates that academic performance in core courses during the first year of high school is the strongest predictor of eventual graduation (Allensworth & Easton, 2005, 2007).”
Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom (2017, background): “Students disengage from school, and eventually drop out, as a result of a number of factors, including lack of academic preparation, poor knowledge of effective learning strategies, and low motivation (e.g., Allensworth & Easton, 2007).”
A Century of Grading Research (2016, unknown): “Grades are useful in predicting and identifying students who may face challenges in either the academic component of schooling or in the sociobehavioral domain (e.g., Allensworth, 2013; Allensworth & Easton, 2007; Allensworth et al., 2014; Atkinson & Geiser, 2009; Bowers, 2014).”
Closing schools in a shrinking district: Do student outcomes depend on which schools are closed? (2012, background): “For instance, research has shown that attendance rates can be a predictor of graduation rates (Neild & Balfanz, 2006; Allensworth and Easton, 2007).”
Why Tenth Graders Fail to Finish High School: A Dropout Typology Latent Class Analysis (2012, background): “…out that students incur during grades 7 through 9, especially in the transition from grade 8 to grade 9 (Alexander, Entwisle, & Kabbani, 2001; Allensworth & Easton, 2007; Balfanz, Herzog, & MacIver, 2007; Bowers, 2010b; Cohen & Smerdon, 2009; Neild, 2009; Roderick & Camburn, 1999;…”
What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school (2011, background): “…grades have been consistently shown to be strongly associated with the likelihood that a student will drop out or graduate from high school (Allensworth & Easton, 2007; Balfanz, Herzog, & Mac Iver, 2007; Barclay & Doll, 2001; Barrington & Hendricks, 1989; Bowers, 2009, 2010a, 2010b; Bowers…”
Do We Know Who Will Drop Out?: A Review of the Predictors of Dropping out of High School: Precision, Sensitivity, and Specificity (2013, methodology): “…next most accurate flags from Figure 3, which includes flag 1, the Chicago on-track indicator including low course credits and failures in grade 9 (Allensworth & Easton, 2007), flag 15, low non-cumulative GPA (Bowers, 2010b), and flag 2, three or more first semester course failures (Allensworth &…”
The Use of Ninth-Grade Early Warning Indicators to Improve Chicago Schools (2013, methodology): “A second report examined why students failed classes and went off track (Allensworth & Easton, 2007).”
Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates (2015, background): “Early identification of students at risk is possible as early as late elementary school (Grades 3–6) and quite accurate by freshman year (Allensworth & Easton, 2007; Balfanz, Herzog, & Mac Iver, 2007; Bowers et al., 2013; Carnahan, 1994; Catterall, 1987).”