Factors Associated with Grade 9 Math Success in Denver Public Schools. REL 2026-008
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| Title: | Factors Associated with Grade 9 Math Success in Denver Public Schools. REL 2026-008 |
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| Language: | English |
| Authors: | Sophia Seifert (ORCID |
| Source: | Regional Educational Laboratory Central. 2026. |
| Availability: | Regional Educational Laboratory Central. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/central/index.asp |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Contract Number: | 91990022C0015 |
| Document Type: | Reports - Research |
| Education Level: | Secondary Education Grade 9 High Schools Junior High Schools Middle Schools |
| Descriptors: | Secondary School Students, Secondary School Mathematics, Grade 9, Public Schools, Mathematics Achievement, Student Characteristics, School Transition, African American Students, Hispanic American Students, Individualized Education Programs, Bilingual Students, Multilingualism, Middle School Students, High School Students, Attendance Patterns, Language Arts, Standardized Tests, Grades (Scholastic), Academic Failure, Lunch Programs, Suspension |
| Geographic Terms: | Colorado (Denver) |
| Abstract: | Leadership at Denver Public Schools in Colorado seeks to increase the number of students who successfully transition from middle school to high school, in part by increasing the number of students who receive a passing grade in their grade 9 math course. To inform future efforts to support successful transitions, this study identified the student characteristics and experiences that were strongly associated with grade 9 math success and whether these associations differed for student groups of interest (those who may be at higher risk for unsuccessful transitions): Black students, Hispanic students, students with an Individualized Education Program, and multilingual learner students. The factors found to be strongly associated with being successful in grade 9 math included attending a high school with above-average Hispanic enrollment, having higher attendance rates in middle school, and meeting the proficiency benchmark on the middle school English language arts standardized exam. These factors were also strongly associated with grade 9 math success for most student groups of interest. Factors found to be strongly associated with being unsuccessful in grade 9 math included receiving a failing grade in any middle school math course; attending a high school with above-average enrollment of students eligible for the National School Lunch Program; attending a high school with a newcomer center; and receiving any suspension in middle school, which was the factor with the strongest association (positive or negative) with grade 9 math success. These factors were also strongly associated with being unsuccessful in grade 9 math for most student groups of interest. Given these associations, Denver Public Schools might choose to learn more about how school characteristics, discipline, and attendance are directly associated with grade 9 math success and might consider implementing an early warning system to identify middle school students for additional supports. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| IES Publication: | https://ies.ed.gov/use-work/resource-library/report/descriptive-study/factors-associated-grade-9-math-success-denver-public-schools |
| Entry Date: | 2026 |
| Accession Number: | ED680994 |
| Database: | ERIC |
| Abstract: | Leadership at Denver Public Schools in Colorado seeks to increase the number of students who successfully transition from middle school to high school, in part by increasing the number of students who receive a passing grade in their grade 9 math course. To inform future efforts to support successful transitions, this study identified the student characteristics and experiences that were strongly associated with grade 9 math success and whether these associations differed for student groups of interest (those who may be at higher risk for unsuccessful transitions): Black students, Hispanic students, students with an Individualized Education Program, and multilingual learner students. The factors found to be strongly associated with being successful in grade 9 math included attending a high school with above-average Hispanic enrollment, having higher attendance rates in middle school, and meeting the proficiency benchmark on the middle school English language arts standardized exam. These factors were also strongly associated with grade 9 math success for most student groups of interest. Factors found to be strongly associated with being unsuccessful in grade 9 math included receiving a failing grade in any middle school math course; attending a high school with above-average enrollment of students eligible for the National School Lunch Program; attending a high school with a newcomer center; and receiving any suspension in middle school, which was the factor with the strongest association (positive or negative) with grade 9 math success. These factors were also strongly associated with being unsuccessful in grade 9 math for most student groups of interest. Given these associations, Denver Public Schools might choose to learn more about how school characteristics, discipline, and attendance are directly associated with grade 9 math success and might consider implementing an early warning system to identify middle school students for additional supports. |
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