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KIPP Middle Schools Increase Students’ College Enrollment Rates

Ira Nichols-Barrer, Maria Bartlett, Thomas Coen, & Phil Gleason

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Do KIPP Middle Schools Boost Long Run Student Outcomes?

Yes they do, according to a rigorous national study of 13 KIPP middle schools. Building on prior studies of KIPP that show KIPP middle schools have strong positive effects on students’ middle school achievement, this study found that KIPP middle schools also improve longer-term rates of enrollment in four-year college programs. Winning a lottery-based admissions offer to a KIPP middle school increased a student’s probability of enrolling in college by 7 percentage points, even though a third of these students never enrolled at KIPP. Adjusting for enrollment, attending KIPP increased college enrollment rates by 13 percentage points. This boost is similar in size to nationwide disparities in college enrollment across racial groups—a relevant benchmark since nearly all KIPP students are Black or Latinx. 

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Investigating Efficacy, Moderators, and Mediators for an Online Mathematics Homework Intervention

Summary by: Muqi Guo

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ASSISTments is an online math homework intervention developed to target formative assessment. Teachers and students can assign, do, and review homework using the ASSISTments platform. While doing homework in ASSISTments students receive immediate feedback on their work, opportunities to improve their answers, and hints and tutorials for select problems. Teachers receive a report that identifies which assigned homework problems were difficult for students, along with common wrong answers.

What are the impacts of the ASSISTments intervention?

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Impact of Providing Teachers and Principals with Performance Feedback on Their Practice and Student Achievement: Evidence from a Large-Scale Randomized Experiment

Mengli Song, Andrew J. Wayne, Michael S. Garet, Seth Brown, and Jordan Rickles

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What is the intervention tested in this study?

The 2-year intervention consisted of three components that were designed to provide educators with performance feedback on classroom practice (four times per year), student growth (once per year), and principal leadership (twice per year), respectively. The intervention targeted principals and teachers of reading and mathematics in grades 4–8, whose participation in the intervention was voluntary with no consequences for tenure or employment.

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