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This research examines attendance patterns among first-time Philadelphia School District ninth graders across the 2015-16 and 2016-17 school years, including how attendance rates change throughout the ninth-grade year and how trajectories vary by academic achievement levels. Key findings connect ninth-grade attendance to on-time graduation and highlight where attendance declines most sharply.",{"@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/present-from-the-start-ninth-grade-attendance-patterns-in-philadelphia-2015-2017/586646/",{"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/present-from-the-start-ninth-grade-attendance-patterns-in-philadelphia-2015-2017/586646.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","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 is the main purpose of this report?","Question",{"text":112,"@type":113},"To examine attendance patterns for first-time Philadelphia School District ninth graders during the 2015-16 and 2016-17 school years, and to see how those patterns relate to academic achievement and graduation outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the report say about overall ninth-grade attendance rates?",{"text":117,"@type":113},"The mean attendance rate was 86 percent, meaning a typical ninth grader missed about one out of every six instructional days. More than 40 percent missed more than one of every 10 instructional days.",{"name":119,"@type":110,"acceptedAnswer":120},"How does attendance change over the ninth-grade year?",{"text":121,"@type":113},"Attendance declines from eighth to ninth grade for all levels of eighth-grade attendance, and then slowly but steadily drops throughout the ninth-grade year, with a sharp decline in the last two weeks.","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},586646,1792165754,{"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","Present from the Start:  \nNinth Grade Attendance Patterns in Philadelphia, 2015-2017  \nStarting Strong: A Research Series on the Transition to High School  \nAuthors:  \nTed Wills  \nRuth Curran Neild Molly Pileggi  \nPhiladelphia Education Research Consortium  \n[www.phledresearch.org](www.phledresearch.org) April 2019  \nAcknowledgements  \nThe authors gratefully acknowledge the intellectual contributions of Joy Lesnick, Ji Eun Park, and Tonya Wolford from the School District of Philadelphia’s Office of Research and Evaluation.  \nAt Research for Action, Jason Fontana, Kathryn Carter, and Kate Shaw provided helpful feedback on drafts.  \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.  \nHow this report was produced  \nThis report is the result of a collaboration between the Philadelphia Education Research Consortium (PERC) and researchers from the School District of Philadelphia (SDP). The first author, Theodore Wills, is a Senior Reasearch Associate at the SDP Office of Research and Evaluation. He holds a PhD in Cognitive Psychology.  \nAbout PERC  \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:  \nWills, T., Neild, R. C., & Pileggi, M. (2019). Present from the Start: Ninth Grade Attendance Patterns in Philadelphia, 2015-2017. Philadelphia: The Philadelphia Education Research Consortium.  \nChicago style:  \nWills, Theodore, Neild, Ruth Curran, and Pileggi, Molly. (2019). Present from the Start: Ninth Grade Attendance Patterns in Philadelphia, 2015-2017. Philadelphia: The Philadelphia Education Research Consortium.  \nPresent from the Start:  \nNinth Grade Attendance Patterns in Philadelphia, 2015-2017  \nTed Wills, Ruth Curran Neild, Molly Pileggi • April 2019  \nSummary  \nSchool learning starts with school attendance. Students need to be in school to receive instruction and learn from their teachers and peers. When schools have high rates of poor attendance, their academic achievement levels suffer.  \nNinth grade is a critical juncture that comes with increased student autonomy – and new pitfalls, including the potential for disengagement. Students are often held to increasing academic expectations that put more of the responsibility in their own hands. If students react by disengaging from school, their academic futures could be in danger. The School District of Philadelphia (SDP) found that the stronger a student’s ninth grade attendance, the more likely that he or she will graduate on time.1  \nBut in a long school year, when should schools start paying attention to student attendance?  \nIn this report, we study attendance patterns of first-time SDP ninth graders during the 2015-16 and 2016-17 school years. We examine the spread of overall attendance rates in these two student cohorts, patterns over the course of their ninth grade year, and how those patterns differ for students with different levels of academic achievement.  \nKey Findings  \n• The mean attendance rate for first-time SDP ninth graders was 86 percent. This means that a typical ninth grader missed about one out of every six instructional days. This average is skewed somewhat by students with many absences, but it is still the case that more than 40 percent of first-","cbCaiod6KJEXIp8u","https://ap.wps.com/l/cbCaiod6KJEXIp8u","pdf",815072,21,"English","# Summary\n## Ninth Grade as a Critical Juncture\n## Research Questions\n## Key Findings\n## Implications for Policy and Practice","[{\"question\":\"What is the main purpose of this report?\",\"answer\":\"To examine attendance patterns for first-time Philadelphia School District ninth graders during the 2015-16 and 2016-17 school years, and to see how those patterns relate to academic achievement and graduation outcomes.\"},{\"question\":\"What does the report say about overall ninth-grade attendance rates?\",\"answer\":\"The mean attendance rate was 86 percent, meaning a typical ninth grader missed about one out of every six instructional days. More than 40 percent missed more than one of every 10 instructional days.\"},{\"question\":\"How does attendance change over the ninth-grade year?\",\"answer\":\"Attendance declines from eighth to ninth grade for all levels of eighth-grade attendance, and then slowly but steadily drops throughout the ninth-grade year, with a sharp decline in the last two weeks.\"}]","Present from the Start - Ninth Grade Attendance Patterns in Philadelphia, 2015-2017 | PDF",1792058734,53]