An Efficacy Study of a Ninth-Grade Early Warning Indicator Intervention

• In Event: Marriott Roundtable Session 26
  In Roundtable Session: Multi-Method Approaches and Models for Examining the Impact of Interventions on Academic Outcomes

Abstract

This study focuses on evaluating the effects of a team-based school strategy for keeping 9th graders on track to graduation. An “Early Warning Intervention (EWI) Team” model was implemented in 20 treatment high schools in a southeastern state as part of an IES-funded pair-matched, cluster-randomized control trial to determine the efficacy of the model. Our paper presents impact findings from the second year of implementation of the EWI Team model on student attendance and course performance outcomes. We find a small, statistically significant (p < 0.1) main treatment effect on both 9th grade attendance percentage and 9th grade chronic absence rate for schools implementing the intervention compared to control schools, but no significant effect on course performance

Authors

• Marc L. Stein, Johns Hopkins University

• Martha Abele Mac Iver, Johns Hopkins University

• Marcia H. Davis, Johns Hopkins University

• Joanna Hornig Fox, Johns Hopkins University

• Robert W. Balfanz, Johns Hopkins University