Open AccessA tier 1 intervention to increase ninth grade engagement and success: Results from a randomized controlled trial.
Author(s) -
K. Brigid Flannery,
Mimi McGrath Kato,
Angus Kittelman,
Danielle Triplett
Publication year - 2020
Publication title -
school psychology
Language(s) - English
Resource type - Journals
eISSN - 2578-4226
pISSN - 2578-4218
DOI - 10.1037/spq0000347
Subject(s) - graduation (instrument) , attendance , randomized controlled trial , curriculum , ninth , medical education , intervention (counseling) , psychology , academic achievement , student engagement , drop out , tier 2 network , psycinfo , mathematics education , medicine , pedagogy , medline , political science , engineering , mechanical engineering , telecommunications , physics , surgery , acoustics , economics , law , demographic economics , psychiatry
Although high school graduation rates are improving, many students are still not successful. Research has documented that 9th grade is a pivotal year in determining whether a student will graduate or drop out. The purpose of this randomized controlled trial was to assess the effects of a Tier 1 intervention model (freshmen success) for 9th grade students to increase school engagement, attendance, credits earned, and grade point average (GPA). This study included 1,588 students in ninth grade across 4 comprehensive high schools. Treatment schools implemented the freshmen success components: a 9th grade leadership team, a curriculum, and support from peer navigators. Control schools continued business as usual. Results showed statistically significant and educationally meaningful effects on student motivation, engagement and attendance, and a moderate-to-large effect for credits earned. However, there was no significant effect found for GPA. (PsycINFO Database Record (c) 2020 APA, all rights reserved).