About the Intervention
The Building Assets, Reducing Risks (BARR) model is a comprehensive, strength-based approach for ninth-grade students that aims to improve achievement by improving a school's effectiveness at building relationships, leveraging real-time student data, and capitalizing on student strengths. BARR divides incoming ninth graders into distinct blocks who share the same teachers for at least three core subjects (English language arts, mathematics, science, and/or social studies). Teachers work together as teams in weekly block meetings to promote student success, building on student assets and addressing academic and nonacademic risks. The model includes eight strategies: focusing on the whole student, providing professional development for teachers/counselors/administrators, using I-Time curriculum for social-emotional learning, creating student cohorts, holding regular teacher team meetings, conducting risk review meetings, engaging families, and engaging administrators. Implementation is supported by a BARR coordinator (50-100% time commitment) and includes in-situation coaching, phone support, quarterly mentoring visits, and semiannual program meetings.
Statistical Findings
Positive effect: on reading scores
Positive effect: on math scores
Positive effect: on percentage of students meeting projected growth in reading
Positive effect: on percentage of students meeting projected growth in math
Positive effect: on total core credits earned
Positive effect: on ELA credits earned
Positive effect: on science credits earned
No effect: on mathematics credits earned
No effect: on social studies credits earned
Positive effect: on passing all core courses
Positive effect: on supportive relationships
Positive effect: on expectations and rigor
Positive effect: on student engagement
No effect: on social and emotional learning
No effect: on sense of belonging
No effect: on grit
More Intervention Details
Focus Areas
Social-Emotional LearningPrograms & Services
General EducationDelivery Methods
Face-to-FaceDisability Support
N/ATarget Groups
Student(s), Teachers/Instructional TeamsCitation
Borman, T. H., Bos, J. M., Feng, L., O'Brien, B. C. & Park, S. J. (2018). I3 BARR Validation Study Impact Findings: Cohorts 1 and 2 (ED618054). ERIC. https://files.eric.ed.gov/fulltext/ED618054.pdf.
Study Demographics
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Participant Gender
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Other Participant Characteristics
Geographical Setting
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