WWC review of this study

Rewarding persistence: Effects of a performance-based scholarship program for low-income parents.

Richburg-Hayes, L., Brock, T., LeBlanc, A., Paxson, C., Rouse, C. E., & Barrow, L. (2009). New York, NY: MDRC. . Retrieved from: https://eric.ed.gov/?id=ED503917

  • Randomized Controlled Trial
     examining 
    1,019
     Students
    , grade
    PS

Reviewed: November 2016



Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Reviewed: October 2016



Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Reviewed: March 2009

No statistically significant positive
findings
Meets WWC standards without reservations
Academic achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Cumulative GPA (2.0 and higher)

Opening Doors vs. Business as usual

After 2 semesters

All;
1,019 students

0.38

0.27

No

--
More Outcomes
Show Supplemental Findings

Cumulative GPA (2.0 and higher)

Opening Doors vs. Business as usual

After 4 semesters

1st 2 cohorts;
537 students

0.19

0.14

No

--
Access and enrollment outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Registered for any course

Opening Doors vs. Business as usual

2nd semester

All;
1,019 students

0.65

0.50

No

--
More Outcomes
Show Supplemental Findings

Registered for any course

Opening Doors vs. Business as usual

4th semester

1st 2 cohorts;
537 students

0.30

0.23

No

--
Credit accumulation and persistence outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Number of credits earned

Opening Doors vs. Business as usual

After 2 semesters

All;
1,019 students

3.90

2.80

No

--
More Outcomes
Show Supplemental Findings

Number of credits earned

Opening Doors vs. Business as usual

After 4 semesters

1st 2 cohorts;
537 students

1.60

1.50

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 92%
    Male: 8%
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    Louisiana
  • Race
    Asian
    1%
    Black
    85%
    White
    11%
  • Ethnicity
    Hispanic    
    3%
    Not Hispanic or Latino    
    97%
 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

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