Grant Competition (findings for National Math + Science Initiative (NMSI) College Readiness Program)
Meets WWC standards with reservations
because it uses a quasi-experimental design in which the analytic intervention and comparison groups satisfy the baseline equivalence requirement.
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.
Characteristics of study sample as reported by study author.
Public high schools in Colorado and Indiana provided the setting for this study. The intervention was a schoolwide program, with an emphasis on Advanced Placement (AP) coursework in mathematics, science, and English. The first cohort implemented the intervention in 2012-13, with the second and third cohorts implementing the intervention in 2013-14 and 2014-15 respectively.
School baseline characteristics are outlines in tables 1, 2 and 3 seperately for each cohort, and pooled in Table 4. The treatment schools at baseline were 53.35% white, 52.53% eligible for RPL, had Grade 10 to 12 enrollment of 1,365, 12.48% took an AP exam in English, mathematics, or science, and 4.53% were passing those AP exams. The control schools at baseline were 52.90% white, 50.02% eligible for RPL, had Grade 10 to 12 enrollment of 1,319, 11.05% took an AP exam in English, mathematics, or science, and 4.20% were passing those AP exams.
The College Readiness Program provided teachers with content and pedagogy professional development, provided students with tutoring support in AP coursework, and offered financial incentives to both teachers and students. The program was designed to last three years in each intervention school. Professional development for teachers included content-specific workshops and the requirement that AP teachers attend College Board summer institutes. Teachers were also given access to live content experts and to online support materials. Student academic support was offered both as Saturday tutoring sessions and access to online homework support materials. Financial incentives to teachers were cash payments of $100 for each student who passed an AP exam and additional $1000 for reaching a targeted number of students passing an exam. Students received cash payments of $100 for each AP exam they passed.
Schools in the comparison condition maintained business as usual.
Support for implementation
In addition to the teacher professional development and support resources that were a main part of the intervention, statewide coordinators provided program support to all intervention schools in each state. These coordinators worked to ease implementation and standardize the CRP in sites across the nation.