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ERIC Number: ED542566
Record Type: Non-Journal
Publication Date: 2013-Feb
Pages: 128
Abstractor: ERIC
Reference Count: 81
ISBN: 978-0-9856-8191-3
From High School to the Future: The Challenge of Senior Year in Chicago Public Schools. Research Report
Roderick, Melissa; Coca, Vanessa; Moeller, Eliza; Kelley-Kemple, Thomas
Consortium on Chicago School Research
In a 2010 address to the College Board, U.S. Secretary of Education Arne Duncan laid out a vision for high school that advances the Obama administration's goal of the U.S. once again leading the world in educational attainment. There is no grade in which the magnitude and complexity of this shift becomes clearer than in senior year. Historically, senior year has been a time of finishing up graduation requirements as most students entered the work force after high school. In this new economy, most students now hope to go to college and those who are not entering college face a rapidly eroding labor market for young adults with only a high school education. This changing educational landscape means that students' coursework and activities in senior year are becoming increasingly important. If the new purpose of high schools is to be a "launching pad rather than a last stop destination," what does that mean for senior year? The bottom line is that there is much work to do if CPS is to shift the focus of twelfth grade from finishing graduation requirements to preparing for college and employment or training. A central theme of this report is that there is no single answer to the question, "What is a good senior year?" Students are coming into senior year with very different needs. In order to look at differences in needs across students, the authors group students by their college qualifications at the end of eleventh grade. Thus, throughout this report, the authors focus on identifying the set of issues that educators need to grapple with for students on different trajectories. Appended are: (1) Data Used in This Report; (2) Determining Who is a Senior and Who Persists in Four-Year Colleges; (3) Variables Used in the Analysis; (4) Latent Class Analysis; (5) Identifying College Access; and (6) Methodology. (Contains 33 figures, 16 tables, and 70 endnotes.)
Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site:
Publication Type: Reports - Descriptive
Education Level: Grade 11; Grade 12; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation; William T. Grant Foundation; Spencer Foundation; Institute of Education Sciences (ED)
Authoring Institution: Consortium on Chicago School Research
Identifiers - Location: Illinois
IES Funded: Yes
Grant or Contract Numbers: R305R060059