Rosen, Rachel; Byndloss, D. Crystal; Parise, Leigh; Alterman, Emma; Dixon, Michelle (2020). MDRC. Retrieved from: https://eric.ed.gov/?id=ED605308
Reviewed: April 2021
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 |
|
|---|---|---|---|---|---|---|---|---|---|
|
Passed ELA Regents exam to The City University of New York admissions standard |
P-TECH 9-14 vs. Business as usual |
3 Years |
Full sample;
|
58.40 |
50.60 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
Passed ELA Regents exam to The City University of New York admissions standard |
P-TECH 9-14 vs. Business as usual |
1 Year |
Full sample;
|
8.20 |
1.40 |
No |
-- | ||
|
Cumulative number of English Language Arts Regents Exams passed with a score of 65 or higher |
P-TECH 9-14 vs. Business as usual |
2 Years |
Full sample;
|
0.80 |
0.30 |
Yes |
|
||
|
Cumulative number of English Language Arts Regents Exams passed with a score of 65 or higher |
P-TECH 9-14 vs. Business as usual |
1 Year |
Full sample;
|
0.20 |
0.00 |
Yes |
|
||
|
Cumulative number of English Language Arts Regents Exams passed with a score of 65 or higher |
P-TECH 9-14 vs. Business as usual |
3 Years |
Full sample;
|
1.10 |
0.70 |
Yes |
|
||
|
Passed ELA Regents exam to The City University of New York admissions standard |
P-TECH 9-14 vs. Business as usual |
2 Years |
Stable sample;
|
45.00 |
23.30 |
Yes |
|
||
|
Passed ELA Regents exam to The City University of New York admissions standard |
P-TECH 9-14 vs. Business as usual |
2 Years |
Full sample;
|
42.00 |
25.20 |
Yes |
|
||
|
Passed ELA Regents exam to The City University of New York admissions standard |
P-TECH 9-14 vs. Business as usual |
1 Year |
Stable sample;
|
12.10 |
-0.50 |
Yes |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Passed math Regents exam to The City University of New York admissions standard |
P-TECH 9-14 vs. Business as usual |
3 Years |
Full sample;
|
47.60 |
40.80 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Passed math Regents exam to The City University of New York admissions standard |
P-TECH 9-14 vs. Business as usual |
1 Year |
Stable sample;
|
24.20 |
17.30 |
No |
-- | ||
|
Cumulative number of Math Regents Exams passed with a score of 65 or higher |
P-TECH 9-14 vs. Business as usual |
3 Years |
Full sample;
|
1.30 |
1.10 |
Yes |
|
||
|
Cumulative number of Math Regents Exams passed with a score of 65 or higher |
P-TECH 9-14 vs. Business as usual |
1 Year |
Full sample;
|
0.60 |
0.50 |
No |
-- | ||
|
Passed math Regents exam to The City University of New York admissions standard |
P-TECH 9-14 vs. Business as usual |
2 Years |
Stable sample;
|
37.10 |
31.40 |
No |
-- | ||
|
Cumulative number of Math Regents Exams passed with a score of 65 or higher |
P-TECH 9-14 vs. Business as usual |
2 Years |
Full sample;
|
0.90 |
0.90 |
No |
-- | ||
|
Passed math Regents exam to The City University of New York admissions standard |
P-TECH 9-14 vs. Business as usual |
1 Year |
Full sample;
|
34.40 |
31.50 |
No |
-- | ||
|
Passed math Regents exam to The City University of New York admissions standard |
P-TECH 9-14 vs. Business as usual |
2 Years |
Full sample;
|
42.70 |
40.00 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Cumulative Total Credits Earned |
P-TECH 9-14 vs. Business as usual |
3 Years |
Full sample;
|
33.60 |
31.60 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
Cumulative CTE/Other Credits Earned |
P-TECH 9-14 vs. Business as usual |
2 Years |
Stable sample;
|
5.30 |
2.80 |
Yes |
|
||
|
Cumulative CTE/Other Credits Earned |
P-TECH 9-14 vs. Business as usual |
2 Years |
Full sample;
|
5.00 |
2.70 |
Yes |
|
||
|
Cumulative CTE/Other Credits Earned |
P-TECH 9-14 vs. Business as usual |
1 Year |
Stable sample;
|
2.90 |
1.40 |
Yes |
|
||
|
Cumulative CTE/Other Credits Earned |
P-TECH 9-14 vs. Business as usual |
1 Year |
Full sample;
|
2.50 |
1.40 |
Yes |
|
||
|
Cumulative CTE/Other Credits Earned |
P-TECH 9-14 vs. Business as usual |
3 Years |
Full sample;
|
7.30 |
4.40 |
Yes |
|
||
|
Cumulative Total Credits Earned |
P-TECH 9-14 vs. Business as usual |
2 Years |
Stable sample;
|
23.60 |
21.60 |
Yes |
|
||
|
Cumulative Total Credits Earned |
P-TECH 9-14 vs. Business as usual |
2 Years |
Full sample;
|
22.80 |
21.40 |
Yes |
|
||
|
Cumulative Total Credits Earned |
P-TECH 9-14 vs. Business as usual |
1 Year |
Stable sample;
|
12.00 |
11.30 |
Yes |
|
||
|
Cumulative Total Credits Earned |
P-TECH 9-14 vs. Business as usual |
1 Year |
Full sample;
|
11.70 |
11.20 |
No |
-- | ||
|
Cumulative Academic Credits Earned |
P-TECH 9-14 vs. Business as usual |
2 Years |
Stable sample;
|
16.20 |
16.60 |
No |
-- | ||
|
Cumulative Academic Credits Earned |
P-TECH 9-14 vs. Business as usual |
3 Years |
Full sample;
|
23.20 |
24.00 |
No |
-- | ||
|
Cumulative Academic Credits Earned |
P-TECH 9-14 vs. Business as usual |
2 Years |
Full sample;
|
15.80 |
16.50 |
No |
-- | ||
|
Cumulative Academic Credits Earned |
P-TECH 9-14 vs. Business as usual |
1 Year |
Full sample;
|
8.10 |
8.60 |
No |
-- | ||
|
Cumulative Academic Credits Earned |
P-TECH 9-14 vs. Business as usual |
1 Year |
Stable sample;
|
8.00 |
8.70 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Cumulative number of New York State Regents Exams passed with a score of 65 or higher |
P-TECH 9-14 vs. Business as usual |
3 Years |
Full sample;
|
4.40 |
4.00 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
Cumulative number of New York State Regents Exams passed with a score of 65 or higher |
P-TECH 9-14 vs. Business as usual |
1 Year |
Stable sample;
|
1.40 |
1.00 |
Yes |
|
||
|
Cumulative number of New York State Regents Exams passed with a score of 65 or higher |
P-TECH 9-14 vs. Business as usual |
2 Years |
Stable sample;
|
3.10 |
2.50 |
Yes |
|
||
|
Cumulative number of New York State Regents Exams passed with a score of 65 or higher |
P-TECH 9-14 vs. Business as usual |
2 Years |
Full sample;
|
3.00 |
2.70 |
Yes |
|
||
|
Cumulative number of New York State Regents Exams passed with a score of 65 or higher |
P-TECH 9-14 vs. Business as usual |
1 Year |
Full sample;
|
1.30 |
1.10 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Attendance (out of 180 days) |
P-TECH 9-14 vs. Business as usual |
3 Years |
Full sample;
|
70.60 |
66.80 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
Attendance (out of 180 days) |
P-TECH 9-14 vs. Business as usual |
2 Years |
Stable sample;
|
75.40 |
71.00 |
Yes |
|
||
|
Attendance (out of 180 days) |
P-TECH 9-14 vs. Business as usual |
2 Years |
Full sample;
|
74.30 |
71.20 |
Yes |
|
||
|
Attendance (out of 180 days) |
P-TECH 9-14 vs. Business as usual |
1 Year |
Full sample;
|
78.50 |
76.60 |
No |
-- | ||
|
Attendance (out of 180 days) |
P-TECH 9-14 vs. Business as usual |
1 Year |
Stable sample;
|
79.80 |
77.80 |
No |
-- | ||
Characteristics of study sample as reported by study author.
| Asian | 7% | |
| Black | 45% | |
| Other or unknown | 45% | |
| White | 3% |
| Hispanic | 43% | |
| Not Hispanic or Latino | 57% |
The study was conducted in New York City public schools. Students in the intervention group enrolled in one of seven P-TECH 9-14 high schools. Students in the comparison group enrolled in one of 399 other New York City high schools.
The students in the sample were 45% Black, 7% Asian, 3% white, 43% Hispanic, and 2% of another race or ethnicity. Thirty-seven percent were female. More than 70% scored below proficient in both math and English language arts prior to entering high school as measured by state exams. Eleven percent were classified as English learners before high school. Students in both the intervention and comparison group applied to a P-TECH 9-14 school and were entered into a lottery for admission.
The P-TECH 9-14 school model brings together a high school, local community college, and employer partner(s) to prepare students for college and a career in a specific career pathway. It is a whole school model that begins in grade 9. Over six years, students participate in accelerated high school coursework; work-based learning activities, which include job shadowing and paid internships; and college preparation activities, including the opportunity to earn up to 60 college credits. All schools focus on career and technical education programs. College coursework offered in each school is designed to complement the career and technical education coursework.
Students in the comparison group attended one of 399 other high schools in New York City, which encompasses nearly all non-P-TECH 9-14 high schools in the city. One hundred of the schools attended by students in the comparison group offered CTE programming or were dedicated CTE high schools. Approximately 26 percent of students in the comparison group attended a school that offered dual-enrollment or dual-credit.
The P-TECH 9-14 school development process is led by the City University of New York's Early College Initiative (ECI) and the New York City Department of Education's Office of Postsecondary Readiness (OPSR). These organizations also help schools identify employer partners and provide support and oversight for implementation. ECI and OPSR staff conduct professional development for P-TECH 9-14 school staff, participate in school steering committees, and bring together school principals at least twice per year. In addition, each P-TECH 9-14 school has a college partner and one or more employer partners. These partners help to monitor implementation and participate in steering committee meetings.
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.
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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.
Evidence Tier
The Department of Education’s evidence tiers. For more information, please see the WWC Glossary entry for evidence tiers.
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