Impacting 9th Grade Educational Outcomes: Results from a Multisite Randomized Controlled Trial of the BARR Model

Autor/inn/en	Borman, Trisha H.; Bos, Hans; Park, So Jung; Auchstetter, Amelia
Titel	Impacting 9th Grade Educational Outcomes: Results from a Multisite Randomized Controlled Trial of the BARR Model
Quelle	In: Journal of Research on Educational Effectiveness, 14 (2021) 4, S.812-834 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2021.1917027
Schlagwörter	Grade 9; Outcomes of Education; High School Students; Peer Relationship; Teacher Student Relationship; Interprofessional Relationship; Educational Strategies; High School Teachers; Academic Achievement; Grade Point Average; Achievement Tests; Student Experience; Program Effectiveness; Credits; Academic Failure; Achievement Gap; Maine; Kentucky; California; Minnesota; Texas; Measures of Academic Progress + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstrategie; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Studienerfahrung; Kalifornien
Abstract	In this paper, we report results from a multisite, student-level randomized controlled trial that examined the impact of the Building Assets, Reducing Risks (BARR) model on ninth-grade students. The BARR model is a comprehensive, strength-based approach that uses eight interlocking strategies to build intentional staff-to-staff, staff-to-student, and student-to-student relationships. This student-level RCT included approximately 4,000 ninth-grade students randomly assigned to treatment or control conditions in eleven schools. We examined six constructs of student experience including expectations and rigor, engagement, supportive relationships, social and emotional learning, sense of belonging, and grit; and five measures of academic success including course failure, core credits earned, grade point average, and Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) English Language Arts and Mathematics test scores. Findings suggest that BARR significantly increased core credits earned and mathematics achievement as measured by the NWEA MAP. Relative to the control group, BARR improved several aspects of student experiences in school, including an increased sense of supportive relationships and teacher expectations and rigor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01