{"id":17363,"date":"2023-12-12T16:30:36","date_gmt":"2023-12-12T21:30:36","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=17363"},"modified":"2023-12-12T16:30:36","modified_gmt":"2023-12-12T21:30:36","slug":"ninth-grade-on-track-rates-and-their-relationship-to-on-time-graduation-for-first-time-sdp-ninth-graders-in-2016-17-through-2018-19","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2023\/12\/12\/ninth-grade-on-track-rates-and-their-relationship-to-on-time-graduation-for-first-time-sdp-ninth-graders-in-2016-17-through-2018-19\/","title":{"rendered":"Ninth Grade On-Track Rates and Their Relationship to On-Time Graduation for First-Time SDP Ninth Graders in 2016-17 through 2018-19"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]During the 2017-18 school year, the School District of Philadelphia (SDP) developed and launched a <a href=\"https:\/\/www.philasd.org\/research\/2018\/05\/28\/defining-success-a-new-9th-grade-on-track-definition\/\">new metric<\/a> to monitor the success of first-time 9th graders. According to the new metric, students were considered to be On-Track if they earned at least one credit in English, math, science, and social studies, plus an additional fifth credit in any subject area (\u201cfour core plus one more\u201d).<\/p>\n<p>The study described in this brief revisits SDP\u2019s 9th Grade On-Track metric to examine whether the relationship between 9GOT and on-time graduation remains strong for more recent cohorts of students. The metric was first established using analyses of first-time 9th grade cohorts from 2011-12, 2012-13, and 2013-14. In this study, we repeat the analyses for the first-time 9th grade cohorts of 2016-17, 2017-18, and 2018-19.<\/p>\n<p><strong>Key findings include:<\/strong><\/p>\n<ul>\n<li>SDP\u2019s 9GOT metric continued to be strongly related to 4-year graduation.<\/li>\n<li>For all cohorts, the four-year graduation rates for 9th graders who were on-track were more than double that of 9th graders who were off-track (85% to 87% of 9th grade students who were on track graduated in four years compared to 36% to 40% of 9th grade students who were off track).<\/li>\n<li>There were large on-track\/off-track differences in graduation rate for all student groups, regardless of race\/ethnicity, gender, English learner status, IEP status, or economic disadvantage status.<\/li>\n<\/ul>\n[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE BRIEF&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2023%2F12%2FNinth-Grade-On-Track-Rates-and-On-Time-Graduation-for-First-Time-SDP-Ninth-Graders-2016-17-through-2018-19_December-2023.pdf&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>During the 2017-18 school year, the School District of Philadelphia (SDP) developed and launched a new metric to monitor the success of first-time 9th graders. The study described in this brief revisits SDP\u2019s 9th Grade On-Track metric to examine whether the relationship between 9GOT and on-time graduation remains strong for more recent cohorts of students.<\/p>\n","protected":false},"author":103956,"featured_media":17371,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[404,276,361,142],"tags":[],"class_list":["post-17363","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-on-track-to-graduation-metric","category-college-career","category-high-school-graduation","category-system-trends"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/17363","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/103956"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=17363"}],"version-history":[{"count":4,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/17363\/revisions"}],"predecessor-version":[{"id":17391,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/17363\/revisions\/17391"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/17371"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=17363"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=17363"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=17363"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}