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Targeted Interventions in High School: Preparing Students for College. Working Paper No. 232-0220

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Title: Targeted Interventions in High School: Preparing Students for College. Working Paper No. 232-0220
Language: English
Authors: Xu, Zeyu, Backes, Ben, Oliveira, Amanda, Goldhaber, Dan, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2020.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 61
Publication Date: 2020
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A160188
Document Type: Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Intervention, High Schools, College Readiness, College Preparation, High School Seniors, College Entrance Examinations, Transitional Programs, Remedial Programs, Minority Group Students, Low Income Students, Mathematics Education, English Curriculum, Program Effectiveness, Outcomes of Education, Student Characteristics, Institutional Characteristics
Geographic Terms: Kentucky
Assessment and Survey Identifiers: ACT Assessment
Abstract: This study adds to the currently limited evidence base on the efficacy of interventions targeting non-college-ready high school students by examining the impact of Kentucky's Targeted Interventions (TI) program. We focus on interventions that students received under TI in the senior year of high school based on their 11th grade ACT test scores. Using difference-in-regression discontinuity and difference-in-difference designs with seven cohorts of 11th grade students, we find that, for an average per-student cost of about $600, TI significantly reduces the likelihood that students enroll in remedial course in both 2- and 4-year postsecondary institutions by 5-10 percentage points in math and 3-4 percentage points in English. These effects are similar among students who are eligible for free-or reduced-price lunch, Black and Hispanic students, students with remediation needs in multiple subjects, and students in lower-performing schools. Evidence also shows that TI increases the likelihood that students enroll in and pass college math before the end of the first year by four percentage points in 4-year universities. However, little evidence exists for TI affecting credit accumulation or persistence.
Abstractor: As Provided
What Works Clearinghouse (WWC) Reviewed: Does Not Meet Evidence Standards
WWC Study Page: https://ies.ed.gov/ncee/wwc/study/90016
IES Funded: Yes
Entry Date: 2020
Accession Number: ED603894
Database: ERIC
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
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  Data: This study adds to the currently limited evidence base on the efficacy of interventions targeting non-college-ready high school students by examining the impact of Kentucky's Targeted Interventions (TI) program. We focus on interventions that students received under TI in the senior year of high school based on their 11th grade ACT test scores. Using difference-in-regression discontinuity and difference-in-difference designs with seven cohorts of 11th grade students, we find that, for an average per-student cost of about $600, TI significantly reduces the likelihood that students enroll in remedial course in both 2- and 4-year postsecondary institutions by 5-10 percentage points in math and 3-4 percentage points in English. These effects are similar among students who are eligible for free-or reduced-price lunch, Black and Hispanic students, students with remediation needs in multiple subjects, and students in lower-performing schools. Evidence also shows that TI increases the likelihood that students enroll in and pass college math before the end of the first year by four percentage points in 4-year universities. However, little evidence exists for TI affecting credit accumulation or persistence.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
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      Pagination:
        PageCount: 61
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: High School Seniors
        Type: general
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Remedial Programs
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: English Curriculum
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Kentucky
        Type: general
      – SubjectFull: ACT Assessment
        Type: general
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      – TitleFull: Targeted Interventions in High School: Preparing Students for College. Working Paper No. 232-0220
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