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Ready for College? Examining the Effectiveness of Targeted Interventions in High School

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Title: Ready for College? Examining the Effectiveness of Targeted Interventions in High School
Language: English
Authors: Xu, Zeyu, Backes, Ben, Oliveira, Amanda, Goldhaber, Dan
Source: Educational Evaluation and Policy Analysis. Jun 2022 44(2):183-209.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 27
Publication Date: 2022
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A160188
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Program Effectiveness, Intervention, High School Students, College Readiness, Remedial Programs, Predictor Variables, Mathematics Achievement, Reading Achievement, Educational Policy
Geographic Terms: Kentucky
DOI: 10.3102/01623737211036728
ISSN: 0162-3737
Abstract: Kentucky's Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, we find that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These effects are similar or stronger among students who are eligible for free/reduced-price lunch, students with remediation needs in multiple subjects, and students in lower performing schools. TI also increases the likelihood that students enroll in and pass college math before the end of the first year in 4-year universities by 4 percentage points and by 9 percentage points among free/reduced-price lunch eligible students. However, we do not find evidence of TI affecting credit accumulation or persistence.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: EJ1338643
Database: ERIC
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink>
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  Data: 10.3102/01623737211036728
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  Data: Kentucky's Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, we find that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These effects are similar or stronger among students who are eligible for free/reduced-price lunch, students with remediation needs in multiple subjects, and students in lower performing schools. TI also increases the likelihood that students enroll in and pass college math before the end of the first year in 4-year universities by 4 percentage points and by 9 percentage points among free/reduced-price lunch eligible students. However, we do not find evidence of TI affecting credit accumulation or persistence.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 27
        StartPage: 183
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      – SubjectFull: High School Students
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Educational Policy
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      – SubjectFull: Kentucky
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      – TitleFull: Ready for College? Examining the Effectiveness of Targeted Interventions in High School
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