Preliminary Impacts of North Carolina's Rural Innovative Schools Project

Autor/inn/en	Naumenko, Oksana; Henson, Robert; Hutchins, Bryan
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Preliminary Impacts of North Carolina's Rural Innovative Schools Project
Quelle	(2016), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Rural Schools; Educational Innovation; Dual Enrollment; High Schools; Colleges; Program Effectiveness; College Preparation; College Credits; Graduation Rate; Attendance; Dropout Rate; Advanced Placement Programs; Quasiexperimental Design; Hierarchical Linear Modeling; High School Students; North Carolina + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Instructional innovation; Bildungsinnovation; Doppelstudium; High school; Oberschule; College; Hochschule; Fachhochschule; Colleges; Achievement; Performance; Anrechnung; Leistung; Anwesenheit; High schools; Student; Students; Schüler; Schülerin; Studentin
Abstract	Funded by an Investing in Innovation (i3) Validation grant, the Rural Innovative Schools (RIS) Project is the first widespread effort to scale up the early college model by implementing it in comprehensive high schools. This paper will present preliminary findings from the evaluation of this project. The impact study uses a quasi-experimental design to assess the impact of the RIS Project on a core set of student outcomes. The treatment schools were matched to schools that were equivalent on a core set of baseline characteristics. The specific outcomes examined in this study include: (1) Percent of students who have enrolled in at least 1 College-Credit Bearing- Course by the end of 11th grade; (2) Average number of college-credit bearing courses students have taken and passed by the end of 12th grade; (3) Cohort graduation rate; (4) Attendance; (5) Dropout rate; (6) College preparatory course-taking; and (7) College preparatory course-taking and success. The results from this study will show the extent to which implementation of early college strategies in comprehensive high schools can have the same impact as the stand-alone early college model. Tables and figures are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01