What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students

There is a significant disparity in accounting for the dropout reduction rates and their overall rate of growth among the population for Hispanic high school students. The purpose of the study was to examine the factors that impact the advancement or promotion of Hispanic ninth graders into 10th grade. In the district studied, this promotion was based on the number of credits earned. For the purpose of this study, successful 9th grade promotion was defined as whether or not the student advanced from 9th to 10th grade with their entering 9th grade cohort of students. This study examined Hispanic students from intermediate schools in grades six through eight that were drawn from a large, suburban school district in the Southwest region of the United States. The study sample included nine intermediate schools. Independent variables included the results of the Texas Assessment of Knowledge and Skills (Lexile level - reading/language arts and Quantile level - mathematics), the attendance rates, and the Limited English Proficiency status of a student. A review of related literature provided background information regarding the issues surrounding changes in population demographics and high school freshmen dropouts. Achievement scores in eighth grade, their daily attendance in eighth grade, and their LEP status were the measured variables. This quantitative research utilized archival data to analyze the relationship between the independent variables (Texas Assessment of Knowledge and Skills results, attendance rates, and the Limited English Proficiency status for a student) and student success as measured by credits earned towards the advancement from 9th to 10th grade. Data analysis considered each independent variable to determine if there was an influence on academic success. Implications and recommendations for future studies were discussed by the researcher.