Key Findings

• Students in grades 3-8 in the On-Track category graduated high school at more than twice the rate of students in the Intensive Support category (93 percent vs. 39 percent) and enrolled in college at more than four times the rate of students in the Intensive Support category (72 percent vs. 16 percent).
• Students in the Academic Support category, who came to school regularly yet were still not earning a 3.0 GPA, made up nearly 40 percent of students in the 2018–19 school year.

Tara Vahdani is a Research Assistant at the UChicago Consortium and a graduate student at the Crown Family School of Social Work, Policy, and Practice. An aspiring school social worker, she is especially interested in exploring the promise of schools in addressing the non-academic needs of students. Working closely with the Consortium’s Director of Partnerships and Engagement, Tara helps identify and develop opportunities for stakeholder engagement.

Madison Thân is a Research Analyst at the UChicago Consortium. She conducts data analysis under the Equitable Learning and Development Project (ELDP), primarily working on Cultivate, ELDP's survey tool measuring student noncognitive factors. She collaborates with researchers both internal and external to the UChicago Consortium to provide data, research, and resources centered on student experience and classroom learning conditions to students and their families, educators, districts, and other stakeholders.

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Chen An is the Managing Director of Statistics and Analysis at the UChicago Consortium on School Research. She provides research and technical support to projects and facilitates the research findings review process. She believes in the power of using rigorous research to drive key decision-making in education to ensure that every student thrives.