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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
Language: English
Authors: Sophia Seifert (ORCID 0000-0003-2513-9335), Menbere Shiferaw (ORCID 0000-0001-5401-6786), Riley Stone (ORCID 0009-0001-5649-0390), Regional Educational Laboratory Central (ED/IES), Mathematica, National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
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
FullText Text:
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  Data: Factors Associated with Grade 9 Math Success in Denver Public Schools. REL 2026-008
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  Data: <searchLink fieldCode="AR" term="%22Sophia+Seifert%22">Sophia Seifert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2513-9335">0000-0003-2513-9335</externalLink>)<br /><searchLink fieldCode="AR" term="%22Menbere+Shiferaw%22">Menbere Shiferaw</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5401-6786">0000-0001-5401-6786</externalLink>)<br /><searchLink fieldCode="AR" term="%22Riley+Stone%22">Riley Stone</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-5649-0390">0009-0001-5649-0390</externalLink>)<br /><searchLink fieldCode="AR" term="%22Regional+Educational+Laboratory+Central+%28ED%2FIES%29%22">Regional Educational Laboratory Central (ED/IES)</searchLink><br /><searchLink fieldCode="AR" term="%22Mathematica%22">Mathematica</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Education+Evaluation+and+Regional+Assistance+%28NCEE%29+%28ED%2FIES%29%22">National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Regional+Educational+Laboratory+Central%22"><i>Regional Educational Laboratory Central</i></searchLink>. 2026.
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  Data: 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
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  Data: 18
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  Data: 2026
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22School+Transition%22">School Transition</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Education+Programs%22">Individualized Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance+Patterns%22">Attendance Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Failure%22">Academic Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Lunch+Programs%22">Lunch Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Suspension%22">Suspension</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Colorado+%28Denver%29%22">Colorado (Denver)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: <link linkTarget="URL" linkTerm="https://ies.ed.gov/use-work/resource-library/report/descriptive-study/factors-associated-grade-9-math-success-denver-public-schools" linkWindow="_blank">https://ies.ed.gov/use-work/resource-library/report/descriptive-study/factors-associated-grade-9-math-success-denver-public-schools</link>
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  Data: 2026
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  Data: ED680994
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: School Transition
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Individualized Education Programs
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Attendance Patterns
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Academic Failure
        Type: general
      – SubjectFull: Lunch Programs
        Type: general
      – SubjectFull: Suspension
        Type: general
      – SubjectFull: Colorado (Denver)
        Type: general
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      – TitleFull: Factors Associated with Grade 9 Math Success in Denver Public Schools. REL 2026-008
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