I3 BARR Validation Study Impact Findings: Cohorts 1 and 2

Autor/inn/en	Borman, Trisha H.; Bos, Johannes M.; O'Brien, Brenna C.; Park, So Jung; Liu, Feng
Institution	American Institutes for Research (AIR)
Titel	I3 BARR Validation Study Impact Findings: Cohorts 1 and 2
Quelle	(2018), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Models; Program Effectiveness; High Schools; Program Evaluation; Academic Achievement; Academic Ability; High School Students; Grade 9; Program Implementation; Outcomes of Education; Reading Skills; Mathematics Skills; Achievement Tests; Scores; Interpersonal Relationship; Student School Relationship; Teacher Attitudes; Teacher Expectations of Students; Student Behavior; Reading Achievement; Mathematics Achievement; Science Achievement; Academic Failure; Credits; Social Development; Emotional Development; Self Efficacy; Teaching Experience; Teacher Student Relationship; Learner Engagement; Minnesota; Maine; California; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Analogiemodell; High school; Oberschule; Programme evaluation; Programmevaluation; Schulleistung; High schools; Student; Students; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Lernleistung; Schulerfolg; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schüler-Lehrer-Beziehung; Lehrerverhalten; Student behaviour; Schülerverhalten; Leseleistung; Mathmatics sikills; Mathematical ability; Soziale Entwicklung; Gefühlsbildung; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Kalifornien
Abstract	The Building Assets, Reducing Risks (BARR) model is a comprehensive, strength-based approach to education that aims to improve achievement for all students by improving a school's effectiveness at building relationships, leveraging real-time student data, and capitalizing on the strengths of each student. The U.S. Department of Education's Investing in Innovation (i3) program provided the BARR program developers with a validation grant that provided funding to bring the BARR model to more high schools around the country. In addition, the validation grant required and funded an independent evaluation of the impact of the BARR model on student outcomes. The impact evaluation of the BARR model is a randomized controlled trial (RCT), which is the most rigorous research design for estimating the impact of a program. Individual ninth-grade students in the 11 high schools in the evaluation were randomly assigned to implement the BARR model and receive supports from the providers or to not implement the BARR model. American Institutes for Research (AIR) is conducting this evaluation in 11 high schools, divided into three annual cohorts. This report presents preliminary findings for the first two of these cohorts. It presents impact findings from the first and second cohorts of schools to implement the study and the BARR model, in the 2014-2015 and 2015-2016 academic years. (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01