Lessons Learned From Selection for a Freshman Academy Intervention in a High-Poverty School

• In Event: Marriott Roundtable Session 39
  In Roundtable Session: Program Evaluation in Schools in International Settings: Examples From Brazil, Germany, and China

Abstract

As an intervention designed to support the academic, social, and emotional development of freshmen entering a high-poverty high school, the freshman academy profiled in this proposal sought evaluation support to assess the efficacy of its work. The longitudinal design of this evaluation has offered formative evidence for the development of the intervention over time, with the most meaningful lessons coming from processes of selection. The two different selection methods for intervention and control groups over the first years of program implementation had considerable implications for the outcomes observed in academy students. Those differences year to year informed future selection as well as refinement of the intervention itself to best serve students who demonstrate the highest need.

Author

• David Bryant Naff, Virginia Commonwealth University