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Allensworth, Julia A. Gwynne, Paul Moore, and Marisa de la Torre  \nTABLE OF CONTENTS  \n1 Executive Summary  \n7 Introduction  \nChapter 1  \n17 Issues in Developing and Evaluating Indicators  \nChapter 2  \n23 Changes in Academic Performance from Eighth to Ninth Grade  \nChapter 3  \n29 Middle Grade Indicators of  \nHigh School Course Performance  \nChapter 4  \n47 Who Is at Risk of Being Off-Track at the End of Ninth Grade?  \nChapter 5  \n55 Who Is at Risk of Earning Less Than As or Bs in High School?  \nChapter 6  \n63 Indicators of Whether Students  \nWill Meet Test Benchmarks  \nChapter 7  \n75 Who Is at Risk of Not Reaching the PLAN and ACT Benchmarks?  \nChapter 8  \n81 How Grades, Attendance, and Test Scores Change  \nChapter 9  \n93 Interpretive Summary  \n99 References  \n104 Appendices A-E  \nACKNOWLEDGEMENTS  \nThe authors would like to acknowledge the many people who contributed to this work. We thank Robert Balfanzand Julian Betts for providing us with very thoughtful review and feedback which were used to revise this report. We also thank Mary Ann Pitcher and Sarah Duncan, at the Network for College Success, and members of our Steering Committee, especially Karen Lewis, for their valuable feedback. Our colleagues at UChicago CCSR and UChicago UEI, including Shayne Evans, David Johnson, Thomas Kelley-Kemple, and Jenny Nagaoka, were instrumental in helping us think about the ways in which this research would be most useful to practitioners and policy makers. We were fortunate to receive substantial feedback and assistance from the UChicago CCSR communications staff, Bronwyn McDaniel, Jessica Puller, and Emily Krone. We thank the Chicago Public Schools for providing us the data that allowed us to do this work. All work at UChicago CCSR is also supported by operating grants from the Spencer Foundation and the Lewis-Sebring Family Foundation. This study was made possible by a grant from the Bill and Melinda Gates Foundation, to which we are very grateful.  \n\n| This report was produced by UChicago CCSR’s publications and communications staff: Emily Krone, Director for Outreach and Communication; Bronwyn McDaniel, Senior Manager for Outreach and Communications; and Jessica Puller, Communications Specialist. | Graphic Design: Jeff Hall Design\u003Cbr>Photography: David Schalliol\u003Cbr>Editing: Ann Lindner |\n| --- | --- |\n\n[11.2014/pdf/jh.design@rcn.com](11.2014/pdf/jh.design@rcn.com)  \nMIDDLE GRADE INDICATORS OF READINESS  \nExecutive Summary  \nAcross the country, policymakers are raising the expectations for educational attainment. With changes to the economy resulting in dire economic prospects for high school dropouts, high school graduation has become a necessity. In fact, high school graduation is no longer considered sufficient; policymakers are calling on the nation’s schools to graduate all students ready for college and careers.  \nMuch of the pressure to improve educational attainment is on high schools, but focus has also turned to earlier grades. There is a very large population of students who struggle with the transition from the middle grades to high school, raising concerns that high school failures are partially a function of poor middle grade preparation. As a result, middle grade practitioners are grappling with questions about what skills students need to succeed in high school, which markers they should use to gauge whether students are ready to succeed in high school and beyond, and whether it is possible to identify in middle grades students who are likely to struggle in high school and college.  \nThis report is designed to provide a detailed picture of the relationship between students’ performance in the middle grades ( grades five through eight) and their subsequent performance in high school and college among students in the Chicago Public Schools (CPS). Specifically, the report","cbCaiaIyBhyyrj32","https://ap.wps.com/l/cbCaiaIyBhyyrj32","pdf",3241493,138,"English","# Executive Summary\n# Introduction\n## Issues in Developing and Evaluating Indicators\n## Changes in Academic Performance from Eighth to Ninth Grade\n## Middle Grade Indicators of High School Course Performance\n## Who Is at Risk of Being Off-Track at the End of Ninth Grade?\n## Who Is at Risk of Earning Less Than As or Bs in High School?\n## Indicators of Whether Students Will Meet Test Benchmarks\n## Who Is at Risk of Not Reaching the PLAN and ACT Benchmarks?\n## How Grades, Attendance, and Test Scores Change\n## Interpretive Summary\n## References\n## Appendices A-E","[{\"question\":\"What purpose does the report serve for Chicago Public Schools?\",\"answer\":\"The report provides a detailed picture of how students’ middle-grade performance relates to later high school and college outcomes in Chicago Public Schools. It aims to clarify which indicators best signal readiness and which factors support educational attainment.\"},{\"question\":\"Which types of indicators are assessed for predicting readiness?\",\"answer\":\"The report evaluates attendance rates, grades in specific classes and GPAs, test scores, study habits, grit, discipline records, and background characteristics. It determines which of these are most predictive of high school success and downstream outcomes.\"},{\"question\":\"How does the report help identify students who may struggle later?\",\"answer\":\"It identifies which students are likely to succeed in high school and which are at risk of failing to meet standards. The findings are intended to support intervention planning for specific students and to help schools and parents understand required performance levels.\"}]","Looking Forward to High School and College - Middle Grade Indicators of Readiness in Chicago Public Schools | PDF",1792061852,348]