Essential Question 11 Breadcrumb Home Essential Questions Are Students Demonstrating Satisfactory Academic Progress, Consistent Attendance, and Positive Behavior To Be Considered On Track For High School Graduation? Are students demonstrating satisfactory academic progress, consistent attendance, and positive behavior to be considered on track for high school graduation? About this Essential QuestionThis question looks at different aspects of high school success and how they are connected. Indicators of academic performance, attendance, and disciplinary experiences in grades 8 and 9 can signal whether students are on track to graduate high school on time and play a critical role in dropout prevention efforts. Early identification of students who are falling off track is crucial. For example, students’ attendance, grade point average, and course failures in the middle grades are a strong predictor of how they will perform in high school classes. School counselors, administrators, and student support teams can use this question to see if current supports are helping students stay on track for high school graduation, identify students who may need targeted support, and check if their data collection and monitoring systems are capturing the information they need. Probing QuestionsUse these probing questions to dive deeper on the essential question or approach it through a different lens. Feel free to adapt these questions further or come up with your own. How do students and families define being “on track” for high school graduation? How do districts and schools define and measure this? How well do current measures align with families’ views? How well do they align with research on what indicators best predict high school graduation?How do academic performance, attendance, and disciplinary experiences in grades 8 and 9 vary based on where students live and the schools they attend? How do they vary by student race and ethnicity, gender, and/or family income level?How well do current practices of tracking student progress identify students who need additional support to graduate high school on time? How responsive are intervention systems to those students’ needs? How do school policies and practices help or hinder student success on these measures? What other factors—such as family engagement, out-of-school programs, and access to technology—may be contributing? How do contributing factors vary across schools and districts?How might we better support all students to be on track for high school graduation? What policies or conditions could be improved? Who needs to be involved? Related Indicators Outcomes & Milestones Consistent attendance Positive behavior (discipline) 8th grade on track Math and reading proficiency in grade 8 9th grade on track Grade point average Math and reading proficiency in high school E-W System Conditions Equitable discipline practices Teacher credentials Educator retention Teacher experience Classroom observations of instructional practice Teachers’ contributions to student learning growth Institutions’ contributions to student outcomes Access to quality, culturally responsive curricula Related Evidence-based Practices K-12 Response to Intervention High-impact tutoring Out-of-school programs (such as summer programs) Evidence-based curricula Intensive, individualized support for students off track on early warning indicators Small, personalized learning communities SEL curricula and programs (such as growth mindset interventions)