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Using data from first-time ninth graders in 2014-15 and 2015-16, it estimates on-track rates, profiles on-track versus off-track students, and compares results across high schools. Findings show about two-thirds are on track, with off-track students often failing to earn passing grades in core courses and gaps varying by gender, race/ethnicity, special education status, and income.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/getting-on-track-to-graduation-ninth-graders-credit-accumulation-in-the-school-district-of-philadelphia-2015-2017-may-2018/586649/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/getting-on-track-to-graduation-ninth-graders-credit-accumulation-in-the-school-district-of-philadelphia-2015-2017-may-2018/586649.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does “on track to graduation” mean in this report?","Question",{"text":112,"@type":113},"A student is on track after the first high school year by earning at least one credit in each core subject (English, mathematics, science, and social studies) plus one additional credit from any subject.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the on-track analysis conducted?",{"text":117,"@type":113},"The report applies the 2018 on-track definition to first-time ninth graders in the SDP during the 2014-15 or 2015-16 school years, then examines on-track rates, student characteristics, and differences across high schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the report’s main findings about on-track rates?",{"text":121,"@type":113},"Approximately two-thirds of SDP high school students are on track by the end of their first year. Off-track students frequently do not earn passing grades in core courses, and on-track rates vary by gender, race/ethnicity, and student support needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586649,1792166345,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","GETTING ON TRACK TO GRADUATION  \nNinth Graders’ Credit Accumulation in the School District of Philadelphia, 2015-2017  \nMay 2018  \nStarting Strong: A Research Series on the Transition to High School  \nAuthors:  \nMolly Crofton  \nRuth Curran Neild  \nTo learn more about PERC, [visit](visit www.phillyeducationresearch.org)[ www.phillyeducationresearch.org](visit www.phillyeducationresearch.org).  \nAcknowledgements  \nThe authors gratefully acknowledge the intellectual contributions of Theodore Wills, Joy Lesnick, Ji Eun Park, and Tonya Wolford from the School District of Philadelphia’s Office of Research and Evaluation.  \nAt Research for Action, Austin Slaughter and Kathryn Carter provided helpful feedback on drafts. Megan Morris created the report design and graphics.  \nThis work was made possible through the support of the Neubauer Family Foundation and the William Penn Foundation. Neither foundation exercised editorial control over this report, and the contents ofthe report do not necessarily reflect their views.  \nAbout the Philadelphia Education Research Consortium  \nThe mission of the Philadelphia Education Research Consortium is to provide timely, actionable, rigorous, and non-partisan research on the most pressing issues facing Philadelphia public education. To do this, PERC seeks to engage the region’s colleges and universities, nonprofits, and the Philadelphia public education sector in respectful, mutually beneficial research-practice partnerships. By providing Philadelphia’s leaders and citizenry with high-quality information about progress, challenges, and effective strategies in education, PERC aims to increase education opportunities and achievement for all Philadelphia students.  \nSuggested Citation  \nAPA STYLE:  \nCrofton, M., & Neild, R.C. (2018). Getting on track to graduation: Ninth graders’ credit accumulation in the School District of Philadelphia, 2014-2016 . Philadelphia: The Philadelphia Education Research Consortium.  \nCHICAGO STYLE:  \nCrofton, Molly, and Ruth Curran Neild. (2018) . Getting On Track to Graduation: Ninth Graders’ Credit Accumulation in the School District of Philadelphia, 2014-2016. Philadelphia: The Philadelphia Education Research Consortium.  \nGetting On Track to Graduation:  \nNinth Graders ’Credit Accumulation in the School District of  \nPhiladelphia, 2014-2016  \nMolly Crofton, Ruth Curran Neild • May 2018  \nSummary  \nNinth grade is a critical juncture for students. Students who make a good transition to highschool are likely to graduate within four years. Those who do not—who fail to earn as many credits as they should in ninth grade—face an elevated risk of dropping out of high school.  \nTo understand how well they are supporting ninth graders, more school districts are defining what students must have accomplished at the end of the first year of high school tobe considered on track to graduation. Because there is a close association between being on track in ninth grade and graduation, the ninth grade on-track rate is like a “sneak peek” into a student cohort’s eventual graduation rate. The ninth grade on-track rate can be used for district and school improvement by identifying groups of schools or students who need additional support or highlighting successful efforts and progress over time.  \nIn 2018, the School District of Philadelphia (SDP) established a new Ninth Grade On-Track Definition. To be considered on track to graduation, a student completing the first year of highschool must have earned at least one credit in each core subject (English, mathematics, science, and social studies), plus one additional credit from any subject. Annually, the District expects to report the percentage of students on track to graduation at the end of ninth grade.  \nIn this report, we apply the 2018 Ninth Grade On-Track Definition to students who were first-time ninth graders in the SDP during the 2014-15 or 2015-16 school years. We examine how many students were on track to graduation, the charac","cbCaigzQhFBY1yZT","https://ap.wps.com/l/cbCaigzQhFBY1yZT","pdf",623036,25,"English","# Summary\n# Key Findings\n# Ninth Grade On-Track Definition\n# Report Method and Scope\n# Suggested Citation\n# About the Philadelphia Education Research Consortium","[{\"question\":\"What does “on track to graduation” mean in this report?\",\"answer\":\"A student is on track after the first high school year by earning at least one credit in each core subject (English, mathematics, science, and social studies) plus one additional credit from any subject.\"},{\"question\":\"How is the on-track analysis conducted?\",\"answer\":\"The report applies the 2018 on-track definition to first-time ninth graders in the SDP during the 2014-15 or 2015-16 school years, then examines on-track rates, student characteristics, and differences across high schools.\"},{\"question\":\"What are the report’s main findings about on-track rates?\",\"answer\":\"Approximately two-thirds of SDP high school students are on track by the end of their first year. Off-track students frequently do not earn passing grades in core courses, and on-track rates vary by gender, race/ethnicity, and student support needs.\"}]","Getting on track to graduation - Ninth graders’ credit accumulation in the School District of Philadelphia, 2015-2017 - May 2018 | PDF",1792058745,63]