Find the best evidence-based interventions for your students

National Guard Youth ChalleNGe Program

Ungraded

The National Guard Youth ChalleNGe Program is a 17-month intervention for high school dropouts ages 16-18 who are unemployed, drug-free, and not heavily involved with the justice system. The program serves both males and females (approximately 80% male) with no income-based eligibility criteria. It consists of three phases: Pre-ChalleNGe (2 weeks of demanding orientation and assessment), Residential Phase (20 weeks in a quasi-military environment on a military base covering eight core components: Leadership/Followership, Responsible Citizenship, Service to Community, Life-Coping Skills, Physical Fitness, Health and Hygiene, Job Skills, and Academic Excellence), and Postresidential Phase (one year of structured mentoring). During the residential phases, participants live at the program site in barracks, wear uniforms, follow military-style discipline, and maintain a highly structured daily schedule with close staff supervision. Most programs help participants prepare for the GED exam, though some offer high school diplomas. The program uses a unique mentoring model where young people nominate their own mentors during application, and staff maintain monthly contact with graduates and mentors during the postresidential phase. There are no requirements for military service.

2010

31 Weeks

Cost per student

N/A

Enhanced Reading Opportunities (ERO) Study

9th Grade

The Enhanced Reading Opportunities (ERO) Study evaluates two supplemental literacy programs—Reading Apprenticeship Academic Literacy (RAAL) and Xtreme Reading—designed for ninth-grade students reading two to five years below grade level. The programs consist of year-long courses that replace a ninth-grade elective class and aim to help students develop reading strategies, improve comprehension skills, and increase motivation to read. Classes meet for a minimum of 225 minutes per week with 10 to 15 students per section. One experienced English/language arts or social studies teacher per school teaches four sections of the ERO class exclusively. Teachers receive a three-day summer training institute, off-site booster training sessions, and on-site coaching visits during the school year from program developers.

2009

36 Weeks

Cost per student

N/A

Collaborative Strategic Reading (CSR)

5th Grade

Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve reading comprehension of grade 5 students with diverse abilities in linguistically diverse schools. CSR uses scaffolded instruction to guide students in the independent use of four comprehension strategies (Preview, Click and Clunk, Get the Gist, and Wrap up) applied to informational text while working in small cooperative learning groups of 4-6 students with varying reading abilities. Teachers receive an initial two-day training session covering theoretical foundations, CSR comprehension strategies, implementation practices and logistics, and coaching. Following initial training, teachers receive four follow-up coaching sessions (two in fall focusing on whole class comprehension instruction, two in spring focusing on cooperative group behaviors) throughout the school year. CSR is implemented during social studies instruction, with teachers using CSR two or more times per week.

2011

36 Weeks

Cost per student

N/A

Classroom Assessment for Student Learning (CASL)

4th Grade, 5th Grade

Classroom Assessment for Student Learning (CASL) is a professional development program in classroom and formative assessment published by the Assessment Training Institute of Pearson Education. CASL consists of a primary textbook, DVDs, ancillary books, and an implementation handbook. The program targets K-12 teachers and is typically implemented via teacher learning teams of 3-6 members who meet regularly to discuss and reflect on the content of the textbooks and DVDs and share their experiences applying the program in their classrooms. Teachers study the CASL materials and apply CASL principles, practices, and tools in their classrooms. The program is designed to be self-executing without a coach or external facilitator. CASL focuses on five key components of classroom assessment: assessment purposes, clear learning targets, sound classroom assessment practices, communication and management of results, and student involvement in classroom assessment. The developers recommend approximately 60 hours of total training time, including reading, completing activities, trying out applications in the classroom, reflecting, and participating in learning team meetings. This study focused on mathematics instruction in grades 4 and 5.

2011

36 Weeks

Cost per student

N/A

Regular Upward Bound

8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

Regular Upward Bound is a federal precollege program designed to generate skills and motivation necessary for success in education beyond high school among young people from low-income backgrounds and inadequate secondary school preparation. The program serves approximately 52,000 students in 727 projects nationwide, with at least two-thirds of participants being both low-income and potential first-generation college students. Students typically enter in ninth or tenth grade and participate for about 21 months on average, though they may continue through the summer following twelfth grade. Projects provide instruction, tutoring, and counseling through regularly scheduled meetings during the school year and an intensive six-week summer program that meets daily. The vast majority of projects are hosted by four-year colleges. The average cost per student served is approximately $4,800 per year.

2004

Cost per student

N/A

Middle School Mathematics Professional Development Program

7th Grade

The Middle School Mathematics Professional Development Program is a two-year intervention designed for seventh-grade mathematics teachers focusing on rational number topics (fractions, decimals, ratio, rate, proportion, and percent). The program targets teachers in urban school districts serving high proportions of economically disadvantaged students. Delivered by two providers (America's Choice and Pearson Achievement Solutions), the PD includes summer institutes (3 days in year 1, 2 days in year 2), school-year seminars (5 days in year 1, 3 days in year 2), and in-school coaching visits (10 two-day visits in year 1, 8 two-day visits in year 2). The program emphasizes developing teachers' specialized knowledge of mathematics for teaching (SK) through problem-solving activities, discussions of student misconceptions, use of mathematical representations, and collaborative lesson planning. Teachers participate in both individual and group activities during institutes and seminars, and receive individual and group coaching that includes planning, observation, and debriefing cycles. The intended dosage is 114 total contact hours across two years (68 hours in year 1, 46 hours in year 2). Teachers who enter the study after the first-year summer institute receive a condensed 12-hour makeup institute.

2011

High

22 Weeks

Cost per student

$8,462.42

VISTA (Vision Inspired Scholarship Through Academic Achievement)

Postsecondary

VISTA is a performance-based scholarship program at the University of New Mexico designed for low-income entering freshmen. The program provides up to $1,000 per semester for four consecutive semesters, paid directly to students in three installments (first payment at enrollment, second at midterm, third at semester end). To qualify, students must enroll in 12 or more credits in the first semester and 15 or more credits in subsequent semesters, maintain a cumulative GPA of 2.0 or higher, and meet with a designated VISTA advisor at least twice per semester. Students can recoup missed payments by taking winter intersession or summer session courses. The program aims to improve college outcomes and address unmet financial need for low-income students by providing financial incentives tied to academic milestones and enhanced academic advising with consistent advisor assignment.

2011

72 Weeks

Cost per student

N/A

KIPP Middle Schools

5th Grade, 6th Grade, 7th Grade, 8th Grade

KIPP Middle Schools is a network of public charter schools serving grades 5-8 that aims to improve education for low-income students. The KIPP model is based on Five Pillars: high expectations, choice and commitment, more time in school, power to lead for principals, and focus on results. KIPP schools typically serve predominantly minority and low-income students, with an average school day of over 9 hours (compared to 6.6 hours nationally) and 192 days per year (compared to 180 days nationally). Students spend approximately 5 hours per day in core academic subjects (English/language arts, math, science, and history) and 4 hours in non-core activities. Most KIPP schools require one Saturday school day per month. The model emphasizes comprehensive school-wide behavior systems with clearly defined rewards and consequences. KIPP schools typically enroll students in 5th grade and serve them through 8th grade. The intervention requires teachers to implement the curriculum and approach, with professional development provided before implementation. Schools use various instructional materials including textbooks, workbooks, and classroom resources, though nearly half of KIPP schools report using no math textbook in 7th grade.

2013

38 Weeks

Cost per student

N/A

Access to Algebra I: Online Mathematics Course for Grade 8 Students

8th Grade

This study evaluated an online Algebra I course offered to algebra-ready grade 8 students in schools that do not typically offer the course. The intervention provided access to a web-based Algebra I course delivered by Class.com, with three instructional components: online course software, an online teacher (hired and trained by Class.com), and an on-site proctor provided by the school. Students took the online course as their only grade 8 mathematics course during a full school year (2008/09). The course covered typical Algebra I content including symbols and expressions, linear equations, quadratic equations, functions, polynomials, and systems of equations. Schools were required to provide computers with high-speed internet access, designate a class period for the course, and assign a staff member as proctor to supervise students and communicate with the online teacher. The online teacher was responsible for grading, monitoring progress, and providing instruction through asynchronous online interactions.

2011

Moderate

36 Weeks

Cost per student

$803.13

Charter Management Organization (CMO) Schools

Prekindergarten, Transitional Kindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

Charter Management Organizations (CMOs) are nonprofit organizations that establish and operate multiple charter schools under a common structure and philosophy. CMOs were created to replicate educational approaches that appeared effective, particularly for disadvantaged students. The study examines CMOs operating four or more schools by fall 2007, focusing on their practices, impacts, and effectiveness. CMOs vary in their approaches but commonly emphasize practices such as extended instructional time, comprehensive behavior policies, intensive teacher coaching, performance-based compensation, and frequent use of formative assessments. Implementation varies by CMO but typically involves middle and high schools serving predominantly minority and low-income students in urban areas. Schools are generally smaller than district schools with slightly lower student-teacher ratios. Many CMOs require professional development and training for staff before implementation.

2012

36 Weeks

Cost per student

N/A

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