Starting Strong: A Randomized Controlled Trial of the Building Assets Reducing Risks (BARR) Model in 9th Grade

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Autor/inn/en	Hinojosa, T.; Bos, J.; O'Brien, B.; Park, S.; Liu, F.; Jerabek, A.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Starting Strong: A Randomized Controlled Trial of the Building Assets Reducing Risks (BARR) Model in 9th Grade
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Randomized Controlled Trials; Grade 9; High School Students; Program Effectiveness; Academic Achievement; Educational Attainment; Student Behavior; Teacher Effectiveness; Self Efficacy; Learner Engagement; Sense of Community; Teacher Student Relationship; Secondary School Teachers; Semi Structured Interviews; Pretests Posttests; Models; Data; Urban Schools; Suburban Schools; California; Maine + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Bildungsabschluss; Bildungsgut; Student behaviour; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Analogiemodell; Daten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Kalifornien
Abstract	Students beginning high school commonly experience increased stress and behavior problems alongside declines in grades, attendance, interest in school, and perceptions of academic competence and self-esteem (Alvidrez & Weinstein, 1993; Reyes et al., 2000). Moreover, research indicates that, relative to students who graduate from high school, those who leave school prematurely are more likely to have experienced deeper 9th grade declines (Reyes et al., 2000; Roderick, 1995). Research also demonstrates positive school climates, positive relationships between students and staff, and among staff, are essential ingredients for turning around low performing schools (Gordon, 2006; National Research Council, 2004; Cohen, 2006; Jerald, 2006; De La Ossa, 2005). More specifically, research is growing on the effectiveness of student-teacher relationships in producing increased attendance and academic performance, and decreased behavior problems. For example, Allen, Pianta, Gregory, Mikami, and Lun (2011) conducted a randomized controlled trial (RCT) in which secondary school teachers were given a year of coaching on effective teaching and student-teacher interactions. After a year of training, students with teachers in the experimental group scored significantly higher on year-end achievement tests than did students in the control group. Quality of student-teacher interaction was a significant mediator of student achievement. With core components derived from research, the Building Assets Reducing Risks (BARR) model© targets students at this critical juncture in their academic career--9th grade. BARR addresses developmental, academic, and structural challenges in the 9th grade by combining student asset building, teachers' real-time analysis of student data, and intensive teacher collaboration to prevent course failure. BARR develops positive student-teacher relationships and integrates student supports into a school's existing model for addressing nonacademic barriers to learning. With funding from the Investing in Innovation program, BARR has been rigorously studied using an RCT and is now under scientific investigation in schools of varying locales and geographic regions to better understand the broader context under which BARR impacts students transitioning to the 9th grade. This current study is a multisite randomized controlled trial that explores replication of BARR across three cohorts of schools. Results from the first RCT demonstrated positive impact on 9th grade students' standardized test scores, credits earned, and overall failure rate. Tables 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