Study: 89859

Department-funded evaluation

Review Details

Reviewed: April 2023

At least one finding shows strong evidence of effectiveness

At least one statistically significant positive finding

Meets WWC standards without reservations

For:

Department-funded evaluation (findings for Higher Achievement)

Using:

Rating:

Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.

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.

Findings

General Literacy Achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Reading achievement	Higher Achievement vs. Business as usual	0 Days	Full sample; 645 students	0.00	-0.05	No	--
Show Supplemental Findings
English course grade	Higher Achievement vs. Business as usual	0 Days	Full sample; 669 students	2.55	2.39	Yes	7

General Mathematics Achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
State math assessment	Higher Achievement vs. Business as usual	0 Days	Full sample; 645 students	-0.05	-0.11	No	--
Show Supplemental Findings
Math course grade	Higher Achievement vs. Business as usual	0 Days	Full sample; 669 students	2.49	2.31	Yes	8

Science Achievement outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Science course grade	Higher Achievement vs. Business as usual	0 Days	Full sample; 669 students	2.63	2.48	Yes	7

Secondary school academic achievement outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Middle school grade point average (GPA)	Higher Achievement vs. Business as usual	0 Days	Full sample; 669 students	2.58	2.43	Yes	8

Social Studies Achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Social studies course grade	Higher Achievement vs. Business as usual	0 Days	Full sample; 669 students	2.65	2.55	No	--

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

Sample Characteristics

Characteristics of study sample as reported by study author.

Male: 44%
Other or unknown: 56%
Urban
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District of Columbia, Maryland, Pennsylvania, Virginia

Race
Black		82%
Other or unknown		15%
White		3%

Ethnicity
Hispanic		14%
Not Hispanic or Latino		86%

Eligible for Free and Reduced Price Lunch
Free or reduced price lunch (FRPL)		89%
Other or unknown		11%

Study Details

Setting

The study took place in Higher Achievement's achievement centers. These centers are located in middle schools. Higher Achievement first took place in Washington, DC and Alexandria, Virginia. Starting in 2009, the program began expanding to Baltimore (2009), Richmond (2011), and Pittsburgh (2011).

Study sample

The sample was mostly Black (nearly 82%) and Latino (close to 14%) and 3% White. Nearly 90% of the analytic sample was eligible for free and reduced-price lunch.

Intervention Group

Higher Achievement, an intensive summer and after-school program, offers participants more than 500 hours of academic enrichment activities a year to help them meet the high academic standards expected of college-bound students. Known as “scholars,” Higher Achievement students enter the program during the summer before 5th or 6th grade and commit to attending through 8th grade. The summer program consists of six weeks of morning classes in English Language Arts (ELA), math, and other subjects, followed by enrichment activities in the afternoon. During the school year, in addition to the program’s regular study hall and enrichment activities, a cadre of mostly young professionals volunteer one day a week, delivering 75-minute ELA or math lessons to small groups of scholars. The program aims to improve students' test scores and grades through academic enrichment and relationships with staff and mentors.

Comparison Group

The comparison was business as usual. Students in the control group were likely exposed to instruction and support services as they had been in the past and participated in their typical after-school experiences.

Support for implementation

A full-time director and assistant director at each Achievement Center oversaw all aspects of the centers and relationships with families as well as school staff in the host middle schools. Higher Achievement instructors were also provided detailed lesson plans with scripted questions and instructions.

Aiming Higher: Assessing Higher Achievement's Out-of-School Expansion Efforts