Diplomas Now
Intervention Details
Subjects
English Language Arts, MathAcademic Programs
N/ADuration
Full school yearGrades
6, 9Personnel
Administrator, Coach, General Education Teacher, Paraprofessional, Principal, School Counselor, Special Education Teacher, Speech Language Therapist, Tutor
Intervention Summary
Diplomas Now model
Grades
6, 9Personnel
Administrator, Coach, General Education Teacher, Paraprofessional, Principal, School Counselor, Special Education Teacher, Speech Language Therapist, TutorStatistical Finding Summary
Positive effect on the percentage of students with no early warning indicators
Positive effect on teachers' perceptions of school climate
Positive effect on students' participation in academically focused after-school activities
Positive effect on students' relationships with adults at school who were not teachers
Positive effect for middle school students on the percentage of students with better than 90 percent attendance and with no early warning indicators
Positive effect for high school students who had better than 90 percent attendance, no suspensions or expulsions, and no core course failures in eighth grade on maintaining stability levels in ninth grade
Positive effect for students entering high school above the stability threshold on passing math in ninth grade
Source
Andrea, S., Rachel, R., Susan, S. & William, C. (2016). Addressing Early Warning Indicators: Interim Impact Findings from the Investing in Innovation (i3) Evaluation of Diplomas Now (ED566904). ERIC. https://files.eric.ed.gov/fulltext/ED566904.pdf.
Data Sample by Population
These charts show the characteristics of the student populations studied. When assessing programs, you may want to prioritize interventions that yielded success in a similar demographic environment as your school or district.
The subgroup population data as studied here are not available. That means that while this study may work well for your setting, we cannot say based on the published study and results from our system’s reading of that study what the school/district subgroup characteristics were when evaluated here.