2015 College Possible: Closing the Achievement Gap for Low-Income Students. i3 National Development Study

Autor/inn/en	Spinney, Samantha; Uekawa, Kazuaki; Campbell, Johnavae
Institution	ICF International
Titel	2015 College Possible: Closing the Achievement Gap for Low-Income Students. i3 National Development Study
Quelle	(2019), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Low Income Students; High School Students; Achievement Gap; College Preparation; Coaching (Performance); Program Effectiveness; Program Implementation; Fidelity; Graduation Rate; Skills; Minnesota; Nebraska; Oregon; Pennsylvania; Wisconsin + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Skill; Fertigkeit
Abstract	The College Possible program provides intensive coaching by near-peer mentors, peer group support, and opportunities for academic and non-cognitive skill building to low-income students through an intensive two-year curriculum in junior and senior years of high school. The goal of the program is to close the achievement gap between low-income students and their more affluent peers. Under a 2015 Investing in Innovation (i3) development grant, College Possible served approximately 1,300 students in two cohorts (the class of 2018 and the class of 2019) during their junior and senior years of high school in 18 high schools across seven school districts and five states (i.e., Minnesota, Nebraska, Oregon, Pennsylvania, and Wisconsin). ICF conducted an i3-funded external evaluation of College Possible to investigate the impact of the College Possible model upon participating low-income students' non-cognitive skills (measured by the Search Institute's REACH Survey) and on-time graduation outcomes. ICF also conducted a fidelity of implementation (FOI) study. The purpose of this report is to provide an overview of evaluation findings at the culmination of the grant, including impact and implementation results. Results demonstrated that treatment students had a higher level of non-cognitive skills (measured by REACH) than matched comparison students. The program impact estimated was statistically significant (at p=0.01) and the standardized effect size was small at 0.12. Regarding the impact on on-time graduation outcomes, the analysis sample lacked between-district outcome variance necessary for meaningful analysis. However, when there were group differences, the treatment students' graduation rate was descriptively higher than that of the comparison students. Finally, FOI was found lower than intended by the analysis of implementation data. Based on the findings of the implementation data analysis, lack of consistency in student attendance may have contributed to the low program impact results. [This report was submitted to College Possible[TM] National.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01