Interventions to Identify and Serve High-Achieving Students With Economic Need: Project Excite

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

Abstract

Project Excite aimed to intervene with high potential elementary school students to boost their math and science achievement, thereby increasing their representation in advanced programs in high school.

Earlier identification via multiple tools. Project Excite began with identifying high-potential students in grade three with a variety of tools including the Naglieri Nonverbal Ability Test, the Illinois Standards Achievement Test (criterion references) and the Iowa Tests of Basic Skills. In addition, supplemental information regarding students’ academic performance, work habits, and interests were sought and considered. Identification involved looking at students holistically and using local norms.

Earlier intensive supplemental learning with a reliable support system. Project Excite designed and implemented a continuum of programs and activities for students that began in grade 3 and continued through the summer before grade 9. Through Grades 3-8, a typical Project Excite student was required to participate in approximately 445 hours of learning, supplementing their regular schooling with after-school, weekend, summer programming, plus 180 hours of optional enrichment activities and tutoring as needed.

Project Excite designed its curriculum and activities based on the particular needs of students at their grade level and developmental stage. In general, Project Excite delivered curriculum and activities at a relatively lower dosage for younger grades (e.g. several hours after school, 3 to 4 week half-day summer program) and increased the dosage considerably by middle school (e.g. a three week, all day summer program). Students often started with enrichment courses in math and reading and took advanced or accelerated courses later when they were ready. In addition, programming was deliberately designed to expose students to a broader range of peers-- from students who attended other schools in their districts, to students who came from outside their community, to students that came from all over the world. Project Excite also tried to support students’ academic, psychological, and social-emotional development through connecting with families via group social events, informational sessions and one-on-one meetings and connecting with teachers to support students work in school.

Several empirical studies have been conducted to examine the impact of Project Excite. Most recently, Olszewski-Kubilius, Steenbergen-Hu, Thomson, and Rosen (2016) analyzed a comprehensive set of achievement data accumulated over 14 years, during which the project served approximately 361 students. Data-analyses revealed that Project Excite raised the reading and math achievement of participating students to levels that were comparable to the highest scoring students within the district (White and Asian students) by grade 7 and successfully accelerated students in mathematics leading to advanced placement in grade 9. Project Excite students made larger achievement gains in science, reading, and math in comparison to other demographically similar students in their district. Longitudinal data indicated that Project Excite students tended to choose more selective colleges and universities to attend over time.
Project Excite demonstrated the efficacy of early intervention with high potential students as a means to close achievement gaps and prepare more typically underrepresented students for advanced coursework in high school and beyond.

Authors

• Paula M. Olszewski-Kubilius, Northwestern University

• Saiying Steenbergen-Hu, Northwestern University