Project Launch

• In Event: Interventions to Identify and Serve High-Achieving Students With Economic Need

Abstract

In a world of limited resources, it is critical for stakeholders to understand the return on investment of academic interventions. In particular, which interventions are academically impactful and are cost effective is a question of crucial importance?

Project Launch is an initiative designed: A. to serve high achieving students from low-income backgrounds and B. to evaluate the effects of various academic interventions. For example, is an intense week-long program as effective as smaller ongoing efforts more in increasing academic achievement, engagement, and social support?

All Project Launch participants 1. meet the academic (95th or above percentile on a standardized test) criteria for enrollment in Duke TIP; 2. are eligible to receive a talent search fee (eligible for free or reduced meals as per federal guidelines); and 3. live in driving proximity to one of Duke TIP’s program sites. All Project Launch participants receive some form of intervention ranging from above-level testing experiences to a combination of a one-week residential summer program and ongoing academic year interventions.

Not all students receive all components. Participants are randomly assigned to “doses” of intervention. This allows us to evaluate the effectiveness of the various interventions as well as whether there is additive impact of multiple interventions. In addition to providing benefits to participants, these data provide insight to guide stewardship of resources for maximum impact.

Since its inception, Project Launch has served 579 students. Duke TIP has measured the relative effects of the various interventions on academic achievement and engagement. Sample results include:
•Independent mentorship opportunities during the school year had low participation rates. Follow-up data suggest that not all students had sufficient time during the school year for supplemental academic experiences.
•47% of participants qualify for TIP summer programs (via ACT or SAT scores) compared to 32% of comparable non-Project Launch students from low-income backgrounds.
•Participants apply for subsequent engagement opportunities at significantly higher rates than non-Project Launch students.
•Participants report feeling more accepted by and connected to their peers at CRISIS than in their regular school environments and feeling that their CRISIS peers were more supportive and appreciative of their intelligence and academic talents that students at their regular schools.
•Duke TIP has expanded the distribution of email nudges to the families of all 12,600 sixth-grade students in TIP’s talent search because of the observed gains in subsequent actions.

Overall, data from IProject Launch indicate that participation in many of its supplemental programs outside the academic year has led to a change in trajectory for students from low-income households. Participants benefited from participating in academic opportunities, but also continue pursuing challenging experiences. Project Launch allows the families to experience high quality opportunities by removing cost barriers. Through the consistent support they receive from Project Launch, families become empowered to seek information and to learn about how to best help their children reach their potential.

Authors

• Matthew C. Makel, Johns Hopkins University

• Jill L. Adelson, Adelson Research & Consulting, LLC