Building Assets, Reducing Risks (BARR)
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 TeamsSource
Brenna C., O., Feng, L., Johannes M., B., So Jung, P. & Trisha H., B. (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 Race
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Participant Gender
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Other Participant Characteristics
Geographical Setting
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