Philp, J. D. (2015). Columbia, SC: The Evaluation Group. https://manateetakestock.org/wp-content/uploads/2021/06/FLIGHT_tsic_flight__y4_evalreport-final.pdf.
Reviewed: October 2023
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.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Weighted GPA |
Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT) vs. Business as usual |
3 Years |
Grade: 7, 9;
|
4.02 |
3.95 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
College Enrollment |
Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT) vs. Business as usual |
1 Semester |
Grade: 9, 11;
|
98.11 |
83.30 |
Yes |
|
|
Characteristics of study sample as reported by study author.
| Other or unknown | 80% | |
| White | 20% |
| Hispanic | 47% | |
| Not Hispanic or Latino | 53% |
| Free or reduced price lunch (FRPL) | 100% |
The study took place in 29 high schools and 13 middle schools in one large urban school district in southeast Florida and three rural school districts in south-central Florida.
A total of 240 students in grades 7, 9, and 11 were included in the study. The 241 students were in 42 schools. All students were eligible for free or reduced-price lunch, had a minimum GPA of 2.0 and no grades of D or F the previous school year, were performing at or above grade level in reading and math, as indicated by standardized testing, and had good school attendance (10 or fewer unexcused absences). Approximately 35% of the students were male, 80% were other/unknown race, and 47% were Hispanic or Latino.
Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT) is a program that provides mentoring, college prep, and wraparound services to individual students in schools. FLIGHT is part of Take Stock in Children (TSIC), a larger school-based mentoring program operating throughout the state of Florida. The goal of the FLIGHT program is to increase the extent to which low-income students with academic promise are prepared for, enrolled in, and successful in college. The program is provided to students in grades 7–12 and includes the following six components: 1. Wraparound case management services, including student advocacy meetings four times per year for a minimum of 15 minutes per meeting and college access and success meetings which range from one to four times per year depending on grade level for 15 to 30 minutes each. 2. One-on-one student mentoring, provided by trained volunteers who provide a minimum of 15 sessions per year, 30 minutes per session during regularly scheduled school weeks 3. College access and success workshops and field experiences, for grades 11–12 only and includes six workshops per year (one for grade 12 only; five for grades 11–12), ranging from one to four hours each. 4. Supplemental student workshops, for grades 7–10 only and includes three workshops per year (one for grades 7–8; one for grades 9–10; one for only grade 10), ranging from one to four hours each. 5. Student detail report, a brief one-page report for parents and core teachers that summarizes students’ academic background and college readiness. 6. Two-year college scholarship, each participating student is guaranteed a scholarship if they maintain good standing in the program.
Students in the comparison group received business-as-usual, no additional support was provided.
The FLIGHT program included support for mentors and FLIGHT staff. All mentors were required to attend a 2-hour training. FLIGHT staff were trained on the creation and distribution of the student detail reports. They also created lesson plans for each college access workshop and each supplemental workshop.
Reviewed: June 2018
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.
Please see the WWC summary of evidence for Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT).
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
College enrollment |
Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT) vs. Business as usual |
2 Years |
Grade: 9, 11 cohorts;
|
97.48 |
83.30 |
Yes |
|
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Absences (days) |
Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT) vs. Business as usual |
3 Years |
Grade: 7, 9 cohorts;
|
12.37 |
12.45 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Weighted Grade Point Average |
Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT) vs. Business as usual |
3 Years |
Grade: 7, 9 cohorts;
|
3.90 |
3.95 |
No |
-- |
Characteristics of study sample as reported by study author.
| White | 20% |
| Hispanic | 47% | |
| Not Hispanic or Latino | 53% |
The study took place in four Florida school districts (Broward, Highlands, Hardee, and DeSoto). Broward is a large urban county in southeast Florida, and Highlands, Hardee, and Desoto are rural counties in south-central Florida.
At baseline, the average age of students in the sample was 14.8 years, 65% were female, 80% were minority, and 47% were Hispanic. Just over one-third (37%) came from single parent homes, all students were eligible for free or reduced price lunch, 54% were eligible to receive social services such as food stamps or Medicaid, and 78% had a mother who was a high school graduate. Forty percent of students reported that they have (or had) a sibling enrolled in college.
FLIGHT was implemented during three school years. The intervention included five components aimed at increasing the likelihood of students applying for, being accepted to, and enrolling in college. The first component was a pre-paid college scholarship for students who remained in good academic standing throughout high school. The second through fourth components were one-on-one mentoring from adult volunteers, intensive case-management services from school staff, and academic and college preparation workshops for students and their parents. The fifth component was a Student Detail Report of students’ grades, attendance, test scores, and status in the intervention that was provided at year-end to parents, teachers, and guidance counselors.
Students assigned to the comparison group did not receive the FLIGHT intervention and received business-as-usual college preparation support.
FLIGHT staff were trained to create and distribute the year-end Student Detail Reports. New mentors are provided with a 2-hour orientation and training session before being assigned as a mentor. New and returning mentors are also asked to participate in at least one 1-hour enrichment event during the year. These enrichment events are informal and can be in the form of a lunchtime online webinar or a mentor appreciation breakfast with FLIGHT staff.
Reviewed: January 2017
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.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
GPA |
Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT) vs. Business as usual |
3 Years |
Grades 7 and 9;
|
N/A |
N/A |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Absences |
Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT) vs. Business as usual |
3 Years |
Grades 7 and 9;
|
N/A |
N/A |
No |
-- |
Characteristics of study sample as reported by study author.
| Hispanic | 24% | |
| Not Hispanic or Latino | 76% |
This study took place in four school districts in Florida: Broward County and Highland, Hardee, and Desoto districts.
For GPA, 32.8% of the comparison group and 36.8% of the intervention group are male; 51.5% of the comparison group and 43.4% of the intervention group are Hispanic; and 54.5% of the comparison group and 56.7% of the intervention group are eligible for social services. For Absences, 33.1% of the comparison group and 36.1% of the intervention group are male; 51.1% of the comparison group and 43.5% of the intervention group are Hispanic; and 55% of the comparison group and 56.6% of the intervention group are eligible for social services.
Students in the intervention condition are provided structured high school and college preparatory workshops, wrap-around services to provide more intensive case-management and standardized feedback with parents and guidance counselors during their high school years. There are several key components that comprise FLIGHT, including pre-service activities and student-service activities which include: mentor training and enrichment, training of FLIGHT staff in creation and distribution of the Student Detail Report, lesson plans for each college access and supplemental workshop, wrap-around case management services, one-on-one student mentoring, college access and success workshops and field experiences, supplemental student workshops, and student detail reports.
The students in the comparison group did not receive any sort of intervention as they were 'business as usual'.
The authors evaluated the implementation based on adherence (the extent to which activities were provided) and reach (the extent to which targeted participants attended or received the activity in the prescribed dosage). The summary of fidelity ratings for the implementation all were rated as adequate according to these standards.
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.
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Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
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