Poster #156 - College Readiness in Rural Contexts: Experimental Evidence from a 9th Grade Intervention

• In Event: Saturday Poster Luncheon

Abstract

Motivation

The transition from high school to postsecondary education is complex, particularly for students in rural communities who often have limited access to college and career planning resources. Targeted interventions can help students navigate key decision points and broaden their understanding of postsecondary options. Ninth grade is a pivotal year in the process, and districts need strong evidence about 9th grade interventions that can support college and career readiness.

Intervention

During the 2023 and 2024 academic years, the National Center for Rural Education Research Networks (NCRERN) partnered with 45 rural districts in New York and Ohio to test the effectiveness of a 9th grade postsecondary readiness intervention on end-of-year GPA and postsecondary intentions and beliefs.

What’s Your Path (WYP) consists of 13 whole-group lessons designed to provide 9th grade students with structured opportunities to gain information about their post high school pathway options, reflect on their skills and interests, and set goals. By engaging in these activities, students are expected to gain greater awareness of available pathways, build confidence in their abilities, and make connections between school and their future aspirations.

Data and RQs

We use district administrative data and survey data to ask:

1.     Does being assigned to participate in WYP impact students’ end-of-year GPA?

2.     Does being assigned to participate in WYP impact students’ socioemotional outcomes (e.g., sense of belonging, motivation) and knowledge of pathway?

3.     Do the effects of being assigned to participate in WYP vary by student characteristics?

RCT Analysis

During the 2023 academic year, we used a multi-site block randomized design to estimate intent-to-treat impacts of WYP on student outcomes. Randomization occurred at the district level, blocked on state and district size. Balance was achieved at randomization and persisted after attrition. Our post-attrition sample includes 4,170 students.

We find no effect of WYP on students’ end of year GPA or self-reported sense of belonging, knowledge of postsecondary pathway, sense that pathway is a good fit, optimism, and motivation in school. We find no differential effects of WYP on the outcomes of interest by student subgroup.

Second-Year Follow-Up

Through detailed implementation data and conversations with partners, we identified several challenges in the rollout of the intervention that may have contributed to the null effects found in the RCT. In response, we revised the intervention and a subset of districts chose to participate in a second-year test of WYP.

In 2024, six districts implemented the revised intervention with a new cohort of students. Using a propensity score analysis, we compared outcomes for 236 treatment group students and 430 control group students (from nine districts). We find nominal improvements in estimated treatment effects in the second year of implementation, but effects are not statistically significant.

Contextualizing Results

Drawing on rich implementation data, we contextualize the null impact findings by highlighting both successes and challenges in delivering the intervention. These insights inform effective strategies for districts aiming to implement structured, lesson-based opportunities that support early high school students in exploring postsecondary pathways and setting meaningful college and career goals.

Author

• Elise Swanson, Harvard Graduate School of Education
  Presenting Author