First-Year Effects of Early Indicator and Intervention Systems in Oregon. REL 2021-097
Sepanik, Susan; Zhu, Pei; Shih, Miki Bairstow; Commins, Nicholas (2021). Regional Educational Laboratory Northwest. Retrieved from: https://eric.ed.gov/?id=ED614630
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examining88,868Students, grades9-12
Single Study Review
Review Details
Reviewed: June 2023
- Single Study Review (findings for Early Indicator and Intervention System (EIIS))
- Quasi-Experimental Design
- Meets WWC standards with reservations because it uses a cluster quasi-experimental design that provides evidence of effects on individuals by satisfying the baseline equivalence requirement for the individuals in the analytic intervention and comparison groups.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Percentage of students proficient in English language arts |
Early Indicator and Intervention System (EIIS) vs. Business as usual |
0 Days |
Grade 11;
|
68.48 |
70.20 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Percentage of students proficient in math |
Early Indicator and Intervention System (EIIS) vs. Business as usual |
0 Weeks |
Grade: 11;
|
31.89 |
29.10 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Course progression |
Early Indicator and Intervention System (EIIS) vs. Business as usual |
0 Days |
Grade: 9;
|
81.23 |
82.50 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Severe chronic absenteeism |
Early Indicator and Intervention System (EIIS) vs. Business as usual |
0 Days |
Full sample;
|
19.30 |
17.70 |
No |
-- | |
|
Chronic absenteeism |
Early Indicator and Intervention System (EIIS) vs. Business as usual |
0 Days |
Full sample;
|
32.94 |
31.10 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Disciplinary infraction |
Early Indicator and Intervention System (EIIS) vs. Business as usual |
0 Days |
Full sample;
|
4.39 |
5.20 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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3% English language learners -
Other or unknown: 100% -
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Oregon
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Race Other or unknown 31% White 69% -
Ethnicity Other or unknown 100% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
The study included high school districts from four regions in Oregon.
Study sample
Approximately 69 percent of students in EIIS schools were White and 31 percent were racial/ethnic minorities. Just under 3 percent were English language learners, and 14 percent had IEPs.
Intervention Group
The districts in the intervention group adopted a data system to monitor students' attendance, disciplinary infractions, and course performance. The system was designed to identify students who were not on track for high school graduation.
Comparison Group
The districts in the comparison condition did not use the EIIS and conducted business as usual.
Support for implementation
No support for implementation was noted.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).