Herman, Joan L.; Wang, Jia; Rickles, Jordan; Hsu, Vivian; Monroe, Scott; Leon, Seth; Straubhaar, Rolf (2012). National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Retrieved from: https://eric.ed.gov/?id=ED531993
Reviewed: January 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 Green Dot Public Schools.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Year 1 California Standards Test (CST): ELA |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 3;
|
312.00 |
303.55 |
Yes |
|
|
|
|
Year 3 California Standards Test (CST): ELA |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 1 and 2;
|
299.98 |
297.54 |
No |
-- | ||
|
Year 2 Sample California High School Exit Exam (CAHSEE): ELA Scale Score |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 1 and 2;
|
355.24 |
353.46 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Year 1 California Standards Test (CST): ELA |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 1;
|
314.72 |
305.50 |
Yes |
|
||
|
9th Grade Sample California High School Exit Exam (CAHSEE): % Ever Passed ELA |
Green Dot Public Schools vs. Business as usual |
4 Years |
Cohort 2;
|
69.00 |
61.00 |
Yes |
|
||
|
Year 3 Sample California High School Exit Exam (CAHSEE): % Passed ELA in any attempts |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 2 non-pref;
|
79.00 |
73.00 |
No |
-- | ||
|
Year 2 Sample California High School Exit Exam (CAHSEE): % Passed ELA on 1st attempt |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2;
|
59.00 |
51.00 |
No |
-- | ||
|
Year 4 Sample California High School Exit Exam (CAHSEE): % Ever Passed ELA |
Green Dot Public Schools vs. Business as usual |
4 Years |
Cohort 2;
|
94.00 |
90.00 |
No |
-- | ||
|
Year 2 Sample California High School Exit Exam (CAHSEE): ELA Scale Score |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2 non-pref;
|
357.53 |
353.74 |
No |
-- | ||
|
Year 2 Sample California High School Exit Exam (CAHSEE): % Passed ELA on 1st attempt |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2 non-pref;
|
60.00 |
54.00 |
No |
-- | ||
|
Year 2 California Standards Test (CST): ELA |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2 non-pref;
|
299.13 |
295.14 |
No |
-- | ||
|
Year 3 California Standards Test (CST): ELA |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 2;
|
302.71 |
298.00 |
No |
-- | ||
|
Year 2 Sample California High School Exit Exam (CAHSEE): ELA Scale Score |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2;
|
355.94 |
353.00 |
No |
-- | ||
|
Year 2 California Standards Test (CST): ELA |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 1;
|
303.29 |
300.01 |
No |
-- | ||
|
Year 1 California Standards Test (CST): ELA |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 2 non-pref;
|
304.50 |
301.57 |
No |
-- | ||
|
Year 3 Sample California High School Exit Exam (CAHSEE): % Passed ELA in any attempts |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 1;
|
76.00 |
73.00 |
No |
-- | ||
|
Year 1 California Standards Test (CST): ELA |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 2;
|
304.42 |
301.00 |
No |
-- | ||
|
Year 2 California Standards Test (CST): ELA |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2;
|
299.82 |
296.00 |
No |
-- | ||
|
Year 3 California Standards Test (CST): ELA |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 2 non-pref;
|
301.52 |
298.48 |
No |
-- | ||
|
Year 3 California Standards Test (CST): ELA |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 1;
|
291.77 |
296.15 |
No |
-- | ||
|
Year 2 Sample California High School Exit Exam (CAHSEE): ELA Scale Score |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 1;
|
353.00 |
354.94 |
No |
-- | ||
|
Year 4 Sample California High School Exit Exam (CAHSEE): % Ever Passed ELA |
Green Dot Public Schools vs. Business as usual |
4 Years |
Cohort 1;
|
86.00 |
90.00 |
No |
-- | ||
|
Year 2 Sample California High School Exit Exam (CAHSEE): % Passed ELA on 1st attempt |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 1;
|
54.00 |
62.00 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Year 3 California Standards Test (CST): Sum. Math |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 1 and 2;
|
271.55 |
243.95 |
Yes |
|
|
|
|
Year 1 California Standards Test (CST): Geometry |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 1, 2 and 3;
|
286.84 |
272.58 |
Yes |
|
|
|
|
Year 2 California Standards Test (CST): Algebra 2 |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 1 and 2;
|
270.21 |
254.16 |
Yes |
|
|
|
|
Year 1 California Standards Test (CST): Algebra 1 |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 1, 2 and 3;
|
277.86 |
265.42 |
Yes |
|
|
|
|
Year 3 California Standards Test (CST): Algebra 2 |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 1 and 2;
|
253.73 |
244.65 |
Yes |
|
|
|
|
Year 2 Sample California High School Exit Exam (CAHSEE): Math Scale Score |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 1 and 2;
|
361.49 |
354.84 |
Yes |
|
|
|
|
Year 2 California Standards Test (CST): Geometry |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 1 and 2;
|
255.78 |
250.09 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
Year 3 California Standards Test (CST): Sum. Math |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 2;
|
270.80 |
244.00 |
Yes |
|
||
|
Year 1 California Standards Test (CST): Geometry |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 1;
|
300.94 |
273.83 |
Yes |
|
||
|
Year 1 California Standards Test (CST): Algebra 1 |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 3;
|
288.09 |
264.35 |
Yes |
|
||
|
Year 3 California Standards Test (CST): Sum. Math |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 1;
|
273.67 |
243.83 |
No |
-- | ||
|
Year 3 California Standards Test (CST): Sum. Math |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 2 non-pref;
|
269.89 |
247.65 |
Yes |
|
||
|
Year 2 California Standards Test (CST): Geometry |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 1;
|
257.38 |
244.31 |
Yes |
|
||
|
Year 3 California Standards Test (CST): Algebra 2 |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 2 non-pref;
|
255.34 |
242.90 |
Yes |
|
||
|
Year 1 California Standards Test (CST): Algebra 1 |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 1;
|
278.82 |
264.12 |
Yes |
|
||
|
Year 3 Sample California High School Exit Exam (CAHSEE): % Passed Math in any attempts |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 1;
|
84.00 |
70.00 |
Yes |
|
||
|
Year 3 California Standards Test (CST): Algebra 2 |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 2;
|
256.01 |
245.00 |
Yes |
|
||
|
Year 2 Sample California High School Exit Exam (CAHSEE): Math Scale Score |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2;
|
362.47 |
354.00 |
Yes |
|
||
|
Year 2 California Standards Test (CST): Algebra 2 |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2 non-pref;
|
268.16 |
256.79 |
Yes |
|
||
|
Year 2 California Standards Test (CST): Algebra 2 |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2;
|
267.99 |
257.00 |
Yes |
|
||
|
Year 2 Sample California High School Exit Exam (CAHSEE): Math Scale Score |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2 non-pref;
|
361.73 |
354.74 |
Yes |
|
||
|
Year 3 Sample California High School Exit Exam (CAHSEE): % Passed Math in any attempts |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 2 non-pref;
|
82.00 |
73.00 |
Yes |
|
||
|
Year 4 Sample California High School Exit Exam (CAHSEE): % Ever Passed math |
Green Dot Public Schools vs. Business as usual |
4 Years |
Cohort 2;
|
96.00 |
91.00 |
Yes |
|
||
|
9th Grade Sample California High School Exit Exam (CAHSEE): % Ever Passed Math |
Green Dot Public Schools vs. Business as usual |
4 Years |
Cohort 2;
|
69.00 |
61.00 |
Yes |
|
||
|
Year 1 California Standards Test (CST): Geometry |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 3;
|
280.66 |
274.32 |
No |
-- | ||
|
Year 2 Sample California High School Exit Exam (CAHSEE): % Passed math on 1st attempt |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2;
|
59.00 |
51.00 |
Yes |
|
||
|
Year 3 California Standards Test (CST): Algebra 2 |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 1;
|
247.30 |
243.64 |
No |
-- | ||
|
Year 2 Sample California High School Exit Exam (CAHSEE): % Passed math on 1st attempt |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2 non-pref;
|
61.00 |
55.00 |
No |
-- | ||
|
Year 2 California Standards Test (CST): Geometry |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2 non-pref;
|
255.23 |
251.93 |
No |
-- | ||
|
Year 2 California Standards Test (CST): Geometry |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2;
|
255.12 |
252.00 |
No |
-- | ||
|
Year 1 California Standards Test (CST): Algebra 1 |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 2 non-pref;
|
266.88 |
266.11 |
No |
-- | ||
|
Year 2 Sample California High School Exit Exam (CAHSEE): Math Scale Score |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 1;
|
358.62 |
357.56 |
No |
-- | ||
|
Year 1 California Standards Test (CST): Algebra 1 |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 2;
|
266.70 |
267.00 |
No |
-- | ||
|
Year 2 Sample California High School Exit Exam (CAHSEE): % Passed math on 1st attempt |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 1;
|
57.00 |
59.00 |
No |
-- | ||
|
Year 4 Sample California High School Exit Exam (CAHSEE): % Ever Passed math |
Green Dot Public Schools vs. Business as usual |
4 Years |
Cohort 1;
|
90.00 |
92.00 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
School Attendance: Year 4 |
Green Dot Public Schools vs. Business as usual |
4 Years |
Cohort 1 and 2;
|
0.94 |
0.92 |
Yes |
|
|
|
|
School Attendance: Year 1 |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 3;
|
0.94 |
0.94 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
School Attendance: Year 4 |
Green Dot Public Schools vs. Business as usual |
4 Years |
Cohort 1;
|
0.94 |
0.91 |
No |
-- | ||
|
School Attendance: Year 3 |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 1;
|
0.95 |
0.93 |
No |
-- | ||
|
School Attendance: Year 4 |
Green Dot Public Schools vs. Business as usual |
4 Years |
Cohort 2;
|
0.94 |
0.93 |
No |
-- | ||
|
School Attendance: Year 1 |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 1;
|
93.00 |
93.00 |
No |
-- | ||
|
School Attendance: Year 1 |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 2 non-pref;
|
0.92 |
0.92 |
No |
-- | ||
|
School Attendance: Year 2 |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2 non-pref;
|
0.93 |
0.93 |
No |
-- | ||
|
School Attendance: Year 3 |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 2 non-pref;
|
0.93 |
0.93 |
No |
-- | ||
|
School Attendance: Year 1 |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 2;
|
0.93 |
0.93 |
No |
-- | ||
|
School Attendance: Year 3 |
Green Dot Public Schools vs. Business as usual |
3 Years |
Cohort 2;
|
0.94 |
0.94 |
No |
-- | ||
|
School Attendance: Year 2 |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 1;
|
93.00 |
94.00 |
No |
-- | ||
|
School Attendance: Year 2 |
Green Dot Public Schools vs. Business as usual |
2 Years |
Cohort 2;
|
0.93 |
0.93 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
% Graduated: 9th Grade Entry Sample |
Green Dot Public Schools vs. Business as usual |
4 Years |
Cohort 2;
|
54.00 |
40.00 |
Yes |
|
|
|
|
% Graduated w/ A-G: 9th Grade Entry Sample |
Green Dot Public Schools vs. Business as usual |
4 Years |
Cohort 2;
|
25.00 |
16.00 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
% Graduated w/ A-G: Year 4 Sample |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 1;
|
47.00 |
13.00 |
Yes |
|
||
|
% Graduated: Year 4 Sample |
Green Dot Public Schools vs. Business as usual |
4 Years |
Cohort 1;
|
79.00 |
55.00 |
Yes |
|
||
|
% Graduated: Year 4 Sample |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 2;
|
88.00 |
70.00 |
Yes |
|
||
|
% Graduated w/ A-G: Year 4 Sample |
Green Dot Public Schools vs. Business as usual |
1 Year |
Cohort 2;
|
44.00 |
27.00 |
Yes |
|
||
Characteristics of study sample as reported by study author.
| Black | 24% | |
| Other or unknown | 76% |
| Hispanic | 76% | |
| Not Hispanic or Latino | 24% |
The study took place in 11 urban high schools in the Los Angeles Unified School District (LAUSD) in Los Angeles, California. Eight schools were Green Dot Public Schools, and three were traditional LAUSD high schools.
The study included three cohorts based on year of entry into high school. Cohort 1 entered ninth grade during the 2007–08 school year, Cohort 2 started during the 2008–09 school year, and Cohort 3 started during the 2009–10 school year. Beginning in the fall of 2007, Green Dot started converting a single, existing LAUSD high school into Green Dot Public Schools. This transition started with two off-site small schools in the first year. By fall 2008, the total neighborhood catchment and full student community that was previously associated with the original LAUSD school became students in eight Green Dot Public Schools. The study used a quasi-experimental design to match Green Dot Public Schools students to similar students in three traditional high schools who did not have the opportunity to attend the eight Green Dot Public Schools. The authors first identified a set of six LAUSD middle schools where the majority of students in Green Dot Public Schools had attended eighth grade and the corresponding three traditional high schools where most students in those middle schools started ninth grade. The students in these traditional high schools formed the pool of potential matches for students in Green Dot Public Schools. Each student enrolled in Green Dot Public Schools was matched exactly to another student from the same cohort enrolled in one of the traditional high schools based on whether they had the same gender, ethnicity, parents’ education, poverty status, language classification, math subject exam taken on the eighth grade California Standards Test (CST), and had attended middle school in the same set of feeder middle schools as students in Green Dot Public Schools. When more than one student was identified as a possible match, the authors selected one to be included in the comparison group using nearest-neighbor propensity score matching based on eighth-grade CST scale scores in math and ELA and on eighth-grade attendance rates. Across the three cohorts, 71%–88% of students were eligible for free or reduced-price lunch, 31%–46% were classified as English language learners, 6%–9% of students had a disability, 74%–79% were Latino, 21%–26% were African American, and 51%–52% were female.
Students in the intervention condition attended one of eight high schools in the Green Dot Public Schools network. The schools in the intervention condition were previously a single traditional LAUSD school that Green Dot Public Schools converted into multiple charter schools over a 2-year period. The school was divided into two schools for the first year (the 2007–08 school year), and into eight schools for the second year (the 2008–09 school year).
Students in the comparison condition attended one of three traditional LAUSD schools.
The Green Dot Public Schools model emphasizes partnerships with parents, the school district, and the community. Teachers and principals are provided with recommended best practices to achieve the goals of the organization.
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
Rickles, J., Wang, J., Herman, J., & CRESST. (2013). Evaluation of Green Dot’s Locke Transformation Project: Supplemental report on Cohort 2 student outcomes (CRESST Report 825). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Herman, Joan L.; Rickles, Jordan; Hansen, Mark; Thomas, Larry; Gualpa, Alice; Wang, Jia. (2011). Evaluation of Green Dot's Locke Transformation Project: Findings from the 2007-08, 2008-09, and 2009-10 School Years. CRESST Report 799. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Reviewed: September 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 |
|
|---|---|---|---|---|---|---|---|---|---|
|
Staying in school |
Dropout Prevention vs. Business as usual |
0 Days |
Cohort 1, Year 4;
|
49.00 |
49.00 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Staying in school |
Dropout Prevention vs. Business as usual |
0 Days |
Cohort 2, Year 3;
|
65.00 |
60.00 |
No |
-- | ||
Characteristics of study sample as reported by study author.
| Black | 21% |
| Hispanic | 79% | |
| Not Hispanic or Latino | 21% |
The study took place in several high schools in the Los Angeles Unified School District. There were 2 treatment schools for cohort I in 2007 and 8 treatment schools for cohort II in 2008. Comparison students were selected from three Los Angeles Unified School District (LAUSD) schools (Fremont, Jordan, or Washington Preparatory) identified as schools which students in GDL schools would have entered had they not entered the GDL school.
The students were equally divided by gender, were predominately Latino (79% in cohort I and 74% in cohort II), and most were on free/reduced price lunch (84% in cohort I and 88% in cohort II). A sizeable proportion of the sample were English learners (46% in cohort I and 35% in cohort II) and about 10 percent had a disability.
The intervention involved transformation of the Alain Leroy Locke High School in Los Angeles into a set of smaller college preparatory academies (2 for cohort I in 2007, and 8 for cohort II in 2008). In addition to the new school structure, the model included recommended practices for how principals and teachers should fulfill the tenets of the school reform organization. The six tenets are: 1) small, safe, personalized schools; 2) high expectations for all students; 3) local control with extensive professional development and accountability; 4) parent participation; 5) maximize funding to the classroom; and 6) keep schools open later.
The control condition were students who attended other high schools in the district and who were matched using nearest-neighbor propensity scores to treatment student based on neighborhood and 8th grade characteristics. The matching variables were gender, ethnicity, parents' education, poverty status, English language classification, match achievement score, and attending a feeder school.
Transformation of the school required approval by district Board of Education. Describes the process as requiring "dramatic scale-up" to take over an entire high school and the catchment area.
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).
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