The Use of Ninth-Grade Early Warning Indicators to Improve Chicago Schools

Autor/in	Allensworth, Elaine
Titel	The Use of Ninth-Grade Early Warning Indicators to Improve Chicago Schools
Quelle	In: Journal of Education for Students Placed at Risk, 18 (2013) 1, S.68-83 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2013.745181
Schlagwörter	Educational Change; Urban Areas; Low Achievement; Grade 9; At Risk Students; Educational Improvement; Student Needs; Identification; Intervention; High Schools; Program Effectiveness; Educational Indicators; Dropout Prevention; Graduation Rate; Student Characteristics; Gender Differences; Racial Differences; Student Mobility; Reading Achievement; Mathematics Achievement; Age Differences; Socioeconomic Status; Grade Point Average; Illinois; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Bildungsreform; Urban area; Stadtregion; Unterdurchschnittliche Leistung; School year 09; 9. Schuljahr; Schuljahr 09; Teaching improvement; Unterrichtsentwicklung; Identifikation; Identifizierung; High school; Oberschule; Educational indicato; Bildungsindikator; Geschlechterkonflikt; Rassenunterschied; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied; Socio-economic status; Sozioökonomischer Status
Abstract	Chicago has been in the forefront of the country in its use of 9th-grade indicators of dropout. Catalyzed by the development of the freshman on-track indicator and research around it, Chicago school administrators, central office personnel, and external partners have developed a number of mechanisms using 9th-grade indicators to stimulate school improvement. This article describes 3 ways in which early warning indicators are useful for improving student achievement: (a) focusing conversations and efforts on actionable problems; (b) identifying students for intervention; and (c) using indicator patterns to address low performance in a strategic way. Examples from high schools in Chicago suggest that knowledge of the on-track indicator and its use in district accountability were not enough to change practice. However, the availability of data tools that make it easy to act on information about on-track rates have changed the ways in which teachers and school staff interact with each other, students, and parents regarding improving student performance. The strategies they have developed with the data tools have provided a systematic focus to their efforts, which appears to be paying off in substantially improved ninth-grade achievement. (Contains 1 table, 4 figures, and 11 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10