High school success begins with a strong foundation in the freshman year. Research consistently shows that ninth grade is a pivotal year for students, with on-track freshmen being significantly more likely to graduate within four years (Allensworth & Easton, 2007). For Professional Learning Communities (PLCs), ensuring that freshmen are on track is not just a goal—it’s a mission to create equitable outcomes and unlock every learner’s potential.

Why Freshmen on Track Matters for Equity

Freshman on Track (FOT) metrics are powerful predictors of long-term success. A student is considered “on track” if they earn the required credits for promotion to sophomore year and fail no more than one core course. However, these metrics also reveal systemic inequities. Disparities in academic preparation, access to resources, and social-emotional support disproportionately impact students of color, multilingual learners, and those from low-income backgrounds (Roderick, 2014).

Addressing these inequities requires intentionality and collaboration. When PLCs focus on FOT, they are not merely monitoring progress; they are actively dismantling barriers that hinder success. This work exemplifies the themes of equity and learner agency from the Leading Impact Teams framework by Paul J. Bloomberg and Barb Pitchford (2017). By engaging in collaborative inquiry, educators can prioritize actions that empower students and close opportunity gaps.

Using Multiple Measures to Understand Freshman Success

To create an accurate and actionable picture of student progress, PLCs must use multiple measures of data. Street Data (Safir & Dugan, 2021) emphasizes the importance of triangulating data at three levels:

  • Satellite Data: Broad, quantitative metrics such as grades, attendance rates, and graduation statistics. While these metrics provide a high-level view, they often mask underlying inequities.
  • Map Data: Disaggregated data that offers insight into trends and patterns, such as disciplinary referrals, course failure rates, and chronic absenteeism. This level reveals where specific groups of students may be experiencing challenges.
  • Street Data: Rich, qualitative data derived from listening to students, families, and teachers. This includes perception data on belonging, engagement, and school climate, often collected through surveys, interviews, and focus groups.

Integrating these data sets ensures that PLCs can:

  • Identify systemic barriers to success.
  • Develop targeted, equitable interventions.
  • Continuously adapt strategies based on real-time feedback from multiple perspectives.

For example, a PLC might combine satellite data showing high absenteeism rates with map data pinpointing which student groups are most affected. Street data, such as student feedback on why they feel disconnected from school, can then inform solutions that address root causes rather than symptoms.

Setting SMARTIE Goals to Drive Freshman Success

To move the needle on Freshman on Track, PLCs must establish goals that are Specific, Measurable, Achievable, Relevant, Time-bound, Inclusive, and Equitable (SMARTIE). These goals create clarity and accountability while keeping equity at the center. For example:

SMARTIE Goal Example: By the end of the first semester, 95% of freshmen will pass all core courses, with targeted interventions for students from historically marginalized groups.

This goal addresses both academic outcomes and equity by:

  • Pinpointing measurable success (core course pass rates).
  • Including a timeline (first semester).
  • Explicitly focusing on historically marginalized groups.

SMARTIE goals ensure that PLCs remain focused and aligned in their efforts, making continuous improvement a reality rather than an aspiration.

Embedding Continuous Improvement into PLCs

Continuous improvement is the heartbeat of effective PLCs. It involves a cycle of planning, acting, assessing, and refining. For FOT, this means:

  1. Analyzing Data: Begin with a comprehensive review of satellite, map, and street data. Identify patterns and trends while maintaining an equity lens to address systemic barriers (Allensworth et al., 2018).
  2. Collaborative Inquiry: Engage in structured discussions to diagnose challenges and develop interventions. The Impact Team Model emphasizes shared ownership and collaborative problem-solving, enabling educators to co-create solutions (Bloomberg & Pitchford, 2017).
  3. Monitoring Progress: Use formative assessments and progress monitoring to evaluate the effectiveness of interventions. Are students improving across all data sets? If not, what adjustments are necessary?
  4. Adapting Strategies: Continuously refine strategies based on data insights, ensuring they remain culturally responsive and asset-based (Bryk et al., 2015).

The Role of Student Agency and Voice

Freshman on Track efforts are most effective when they amplify student agency. According to Bloomberg and Pitchford (2017), empowering students to set goals, monitor their progress, and reflect on their learning fosters ownership and resilience. PLCs can:

  • Co-create success criteria with students.
  • Integrate goal-setting practices into advisory periods or core classes.
  • Provide opportunities for students to share their experiences and offer feedback on interventions.
    By prioritizing student voice, PLCs create a culture of belonging and partnership, where students are not passive recipients but active participants in their success.

Making Equity Actionable

Equity is not achieved through good intentions alone; it requires deliberate action. PLCs focusing on FOT must:

  • Implement targeted supports for students facing systemic barriers.
  • Ensure interventions are culturally responsive and asset-based (Gay, 2010).
  • Regularly evaluate practices through an equity lens, asking: Who is benefitting? Who is being left behind?

These actions align with the Leading Impact Teams framework, which emphasizes the importance of culturally responsive assessment and advancing learner agency.

A Collective Commitment to Freshman Success

Ensuring freshmen are on track is a collective responsibility that demands collaboration, intentionality, and a relentless commitment to equity. By leveraging SMARTIE goals, engaging in continuous improvement, and amplifying student agency, PLCs can create pathways for all students to thrive.

This work is not just about meeting metrics; it’s about changing lives and creating schools where every learner is valued and supported. Together, we can make the freshman year—and every year—a launchpad for success.

References

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