The Critical Importance of Staying On Track: Findings from CCSR and MDRC Studies Presented at the 2 nd Annual Conference of the Achievement Gap Initiative Harvard University June 19, 2006

Dropped Out 20 Promoted On Time 56 Retained in Grade 24 Promoted On Time 36 9th Grade Entrants10th Grade Year StatusSummary After Three Years Transitions From 9th Grade to 12th Grade In Four Large Urban School Districts 9th-Grade Students in Comprehensive High Schools, 1999 Dropped Out 20 Three Years Later Retained in Grade 19 Dropped Out 45 Retained in Grade 7 Promoted on Time 36 Dropped Out 13 Retained in Grade 12 Dropped Out 12 All 9th Grade Students 100

Figure 6: Four-year high school graduation rates by freshman on-track status and by incoming reading and mathematics achievement Students entering high school in September, 2000 Source: Allensworth, E.M. & Easton, J.Q. (2005) The on-track indicator as a predictor of high school graduation. Chicago, IL: Consortium on Chicago School Research, p. 9 Note: Students who dropped out or transferred out of CPS before the end of the school year are not included in these calculations.

On track rates by incoming achievement in two Chicago high schools (Serving the same population in the same neighborhood)