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Building Assets, Reducing Risks (BARR) Model: Improving Student Achievement by Building Relationships, Leveraging Real-Time Student Data, and Capitalizing on Student Strengths

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Intervention Details

Subjects

English Language Arts, Math, Science & STEM

Academic Program

General Education

Duration

Full school year

Grade

9

Personnel

Administrator, General Education Teacher, Principal, School Counselor

Intervention Summary

Building Assets, Reducing Risks (BARR) is a comprehensive, strength-based approach to education that aims to improve achievement for all students by improving a school's effectiveness at building relationships, leveraging real-time student data, and capitalizing on the strengths of each student. The BARR model includes eight strategies: (1) Focus on the Whole Student, (2) Provide Professional Development for Teachers, Counselors, Administrators, (3) Use BARR's I-Time Curriculum to Foster a Climate of Learning, (4) Create Cohorts of Students, (5) Hold Regular Meetings of the Cohort Teacher Teams, (6) Conduct Risk Review Meetings, (7) Engage Families in Student Learning, and (8) Engage Administrators. These strategies aim to improve student-teacher and teacher-teacher relationships, identify and address student challenges, and increase feelings of community and belonging among students.

Statistical Finding Summary

Positive effect on reading skills

Positive effect on math skills

Positive effect on core credits earned

Positive effect on students passing all core courses

Positive effect on supportive relationships

Positive effect on student engagement

Positive effect on teacher expectations

Positive effect on students receiving more challenging assignments

Source

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.

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.