Evidence-Based Practice Summaries
These research summaries covering instructional strategies and interventions offer information that includes level of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further.
Assessment (includes Progress Monitoring)
Title
Description
Evidence Base/Source
These practices have demonstrated minimal evidence of effectiveness on academic achievement for students in elementary, middle, and high school (kindergarten through grade 12).
Hamilton, L.; Halverson, R.; Jackson, S.S.; Mandinach, E.; Supovitz, J. A.; & Wayman, J. C. View Research Summary
Behavior and Classroom Management
Title
Description
Evidence Base/Source
This program has demonstrated potentially positive effects on knowledge, attitudes, and values for students in grade 12.
U.S. Department of Education View Research Summary
This program was found to have potentially positive effects on behavior; no discernible effects on knowledge, attitudes, and values; and no discernible effects on academic achievement among students in kindergarten through grade 6.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on behavior for students in grades 3 through 12.
U.S. Department of Education View Research Summary
This program has demonstrated positive effects on external behavior and potentially positive effects on social outcomes for students in grades 4 and 5 classified with an emotional disturbance.
U.S. Department of Education View Research Summary
This program has demonstrated no discernible effects on behavior or knowledge, attitudes, and values for students in grade 8.
U.S. Department of Education View Research Summary
This program has demonstrated positive effects on external behavior; potentially positive effects on emotional/internal behavior, social outcomes, and other academic performance; and no discernible effects on reading achievement/literacy for children classified with an emotional disturbance.
U.S. Department of Education View Research Summary
Skills for Action was found to have no discernible effects on students' knowledge, attitudes, and values.
Lions Quest, Lions Clubs International Foundation View Research Summary
This program has demonstrated potentially positive effects on behavior for students in middle school (grades 6 through 8).
U.S. Department of Education View Research Summary
This program demonstrated potentially positive effects on cognitive development for children with disabilities and no discernible effects for communication/language competencies, social-emotional development/behavior, and functional abilities.
U.S. Department of Education View Research Summary
This program has demonstrated positive effects on behavior and general academic achievement for children in kindergarten through grade 6.
U.S. Department of Education View Research Summary
These practices have demonstrated moderate and strong evidence of effectiveness on behavior management for children in general education classrooms in elementary school (kindergarten through grade 5).
Epstein, M.; Atkins, M., Cullinan, D., Kutash, K.; & Weaver, R. View Research Summary
This program to have no discernible effects on cognition and positive effects on social-emotional development and behavior for children with disabilities in early education settings.
U.S. Department of Education View Research Summary
This program was found to have potentially positive effects on external behavior and potentially positive effects on social outcomes for children classified as having an emotional disturbance.
U.S. Department of Education View Research Summary
This program has not yet been proven effective for preschool children with an emotional disturbance.
U.S. Department of Education View Research Summary
This program demonstrated positive effects on the knowledge, attitudes, and values for students in high school (grades 9 through 12).
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on behavior for students in grades 3, 4, and 6. It has demonstrated no discernible effects on knowledge, attitudes, and values.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on students' behavior and knowledge, attitudes, and values.
U.S. Department of Education View Research Summary
Content Instruction
Title
Description
Evidence Base/Source
This program has demonstrated no discernible effects on mathematics achievement, oral language, cognition, and print knowledge for preschool and kindergarten children with disabilities.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal and moderate evidence of effectiveness on encouraging girls in math and science for students in elementary, middle, and high school (kindergarten through grade 12).
Halpern, D. F.; Aronson, J.; Reimer, N.; Simpkins, S.; Star, J. R.; & Wentzel, K. View Research Summary
This practice has demonstrated no discernible effect on language competencies for preschool children with developmental delays.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on reading comprehension for adolescent learners in grades 2 through 6.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on alphabetics, no discernible effects on fluency, and mixed effects on comprehension for beginning readers.
U.S. Department of Education View Research Summary
This practice has demonstrated no discernible effects on mathematics achievement for students in kindergarten through first grade.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on reading achievement for English language learners in grades 3 through 6.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on reading fluency and reading comprehension and no discernible effects on mathematics for students with learning disabilities.
U.S. Department of Education View Research Summary
Early Intervention/Early Childhood
Title
Description
Evidence Base/Source
Accelerated Reader was found to have mixed effects on comprehension and no discernible effects on reading fluency for beginning readers.
U.S. Department of Education View Research Summary
This program was found to have potentially positive effects on general reading achievement.
U.S. Department of Education View Research Summary
This practice has been labeled promising for students in kindergarten through sixth grade for number-facts problems and complex addition/subtraction problems. This practice has not been proven effective for simple addition/subtraction problems or advanced problems.
U.S. Department of Education View Research Summary
This program was found to have positive effects on oral language and no discernible effects on phonological processing.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on language competencies for preschool children with disabilities.
U.S. Department of Education View Research Summary
This program has demonstrated no discernible effects on mathematics achievement, oral language, cognition, and print knowledge for preschool and kindergarten children with disabilities.
U.S. Department of Education View Research Summary
This program demonstrated potentially positive effects on cognitive development for children with disabilities and no discernible effects for communication/language competencies, social-emotional development/behavior, and functional abilities.
U.S. Department of Education View Research Summary
This practice has demonstrated no discernible effect on language competencies for preschool children with developmental delays.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on language competencies among preschool children with learning disabilities.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially negative effects on oral language, positive effects on print knowledge, potentially positive effects on phonological processing and early reading/writing, and no discernible effects on cognition.
U.S. Department of Education View Research Summary
These practices have not yet been proven effective in social-emotional development for preschool children with disabilities.
U.S. Department of Education View Research Summary
This program was found to have potentially positive effects on general literacy achievement for adolescent readers.
U.S. Department of Education View Research Summary
This practice was found to have mixed effects on comprehension and language development and no discernible effects on alphabetics and general reading achievement for preschool children.
U.S. Department of Education View Research Summary
This program to have no discernible effects on cognition and positive effects on social-emotional development and behavior for children with disabilities in early education settings.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal and moderate evidence of effectiveness on mathematics achievement for preschool children and children in prekindergarten and kindergarten.
Frye, Baroody, Burchinal, Carver, Jordan, & McDowell View Research Summary
Learning Strategies
Title
Description
Evidence Base/Source
This program was found to have no discernible effects on reading fluency or comprehension for adolescent learners.
U.S. Department of Education View Research Summary
Accelerated Reader was found to have mixed effects on comprehension and no discernible effects on reading fluency for beginning readers.
U.S. Department of Education View Research Summary
This program has not yet been proven effective on ELL.
U.S. Department of Education View Research Summary
This program was found to have potentially positive effects on general reading achievement.
U.S. Department of Education View Research Summary
This program has not yet been proven effective on ELL.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal, moderate, and strong evidence of effectiveness on organizing instruction and study time to improve student learning, especially in science, social studies, and math, for students in elementary, middle, and high school (kindergarten through grade 12).
Pashler, H.; Bain, P. M.; Bottge, B. A.; Graesser, A.; Koedinger, K.; McDaniel, M.; & Metcalfe, J. View Research Summary
This program was found to have positive effects on English language development.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on reading comprehension for adolescent learners in grades 2 through 6.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on alphabetics, no discernible effects on fluency, and mixed effects on comprehension for beginning readers.
U.S. Department of Education View Research Summary
This practice has demonstrated no discernible effects on mathematics achievement for students in kindergarten through first grade.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on reading achievement for English language learners in grades 3 through 6.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on reading fluency and reading comprehension and no discernible effects on mathematics for students with learning disabilities.
U.S. Department of Education View Research Summary
This program was found to have potentially positive effects on general literacy achievement for adolescent readers.
U.S. Department of Education View Research Summary
Read Naturally® was found to have potentially positive effects on general reading achievement, mixed effects on reading fluency, and no discernible effects on alphabetics and comprehension for beginning readers.
U.S. Department of Education View Research Summary
This program was found to have no discernible effects on reading achievement and English language development of elementary school English language learners.
U.S. Department of Education View Research Summary
This program was found to have potentially positive effects on reading comprehension and no discernible effects on alphabetics, reading fluency, and general reading achievement for students with learning disabilities.
U.S. Department of Education View Research Summary
Mathematics
Title
Description
Evidence Base/Source
This program has been shown to have mixed effects in mathematics achievement for students in grades 2 through 5.
U.S. Department of Education View Research Summary
This program has not yet been proven effective in mathematics achievement for students in high school (grades 9 through 12).
U.S. Department of Education View Research Summary
These practices have demonstrated a range of effectiveness from minimal to strong among students with disabilities in elementary and middle school (kindergarten through grade 8).
Gersten, R.; Beckmann, S.; Clarke, B.; Foegen, A.; Marsh, L.; Star, J. R.; Witzel, B. View Research Summary
This program has demonstrated no discernible effect on print knowledge, oral language, mathematics achievement, and phonological processing for preschool children.
U.S. Department of Education View Research Summary
This program has been proven to have positive effects on mathematics achievement for preschool children.
U.S. Department of Education View Research Summary
This practice has been labeled promising for students in kindergarten through sixth grade for number-facts problems and complex addition/subtraction problems. This practice has not been proven effective for simple addition/subtraction problems or advanced problems.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on mathematics achievement for students in grades 9 and 10.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal and moderate evidence of effectiveness in developing fractions instruction for students in kindergarten through grade 8.
Siegler, R.; Carpenter, T.; Fennell, F.; Geary, D.; Lewis, D.; Okamoto, Y.; Thompson, L.; & Wray, J. View Research Summary
This program has demonstrated no discernible effects on mathematics achievement, oral language, cognition, and print knowledge for preschool and kindergarten children with disabilities.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal and moderate evidence of effectiveness on encouraging girls in math and science for students in elementary, middle, and high school (kindergarten through grade 12).
Halpern, D. F.; Aronson, J.; Reimer, N.; Simpkins, S.; Star, J. R.; & Wentzel, K. View Research Summary
This program has demonstrated potentially positive effects on mathematics achievement for students in grades 2 and 4.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on mathematics achievement for students in grades 3, 4, and 5.
U.S. Department of Education View Research Summary
This program has demonstrated no discernible effects on mathematics achievement for students in grades 8 through 10.
U.S. Department of Education View Research Summary
This program has demonstrated positive effects on mathematics achievement for students in grade 8.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal, moderate, and strong evidence of effectiveness on mathematical problem solving for students in grades 4 through 8.
Woodward, J.; Beckmann, S.; Driscoll, M.; Franke, M.; Herzig, P.; Jitendra, A.; Koedinger, K. R.; Ogbuehi, P. View Research Summary
This program has demonstrated potentially positive effects on alphabetics, reading fluency, and math; no discernible effects on reading comprehension; and potentially negative effects on writing for students with learning disabilities.
U.S. Department of Education View Research Summary
This practice has demonstrated no discernible effects on mathematics achievement for students in kindergarten through first grade.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on reading fluency and reading comprehension and no discernible effects on mathematics for students with learning disabilities.
U.S. Department of Education View Research Summary
This program was found to have potentially effective on mathematics achievement for students in grades 1 through 5.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal and moderate evidence of effectiveness on mathematics achievement for preschool children and children in prekindergarten and kindergarten.
Frye, Baroody, Burchinal, Carver, Jordan, & McDowell View Research Summary
This program has demonstrated a potentially positive effect on mathematics achievement for students in grade 8.
U.S. Department of Education View Research Summary
MTSS/RTI (includes intensive intervention)
Title
Description
Evidence Base/Source
These practices have demonstrated minimal, moderate, and strong evidence of effectiveness on organizing instruction and study time to improve student learning, especially in science, social studies, and math, for students in elementary, middle, and high school (kindergarten through grade 12).
Pashler, H.; Bain, P. M.; Bottge, B. A.; Graesser, A.; Koedinger, K.; McDaniel, M.; & Metcalfe, J. View Research Summary
This program to have no discernible effects on cognition and positive effects on social-emotional development and behavior for children with disabilities in early education settings.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal evidence of effectiveness on academic achievement for students in elementary, middle, and high school (kindergarten through grade 12).
Hamilton, L.; Halverson, R.; Jackson, S.S.; Mandinach, E.; Supovitz, J. A.; & Wayman, J. C. View Research Summary
Reading, Literacy, Language Arts
Title
Description
Evidence Base/Source
This program was found to have no discernible effects on reading fluency or comprehension for adolescent learners.
U.S. Department of Education View Research Summary
Accelerated Reader was found to have mixed effects on comprehension and no discernible effects on reading fluency for beginning readers.
U.S. Department of Education View Research Summary
This program has not yet been proven effective on ELL.
U.S. Department of Education View Research Summary
This program has not yet been proven effective in literacy for students with learning disabilities in elementary or middle school (kindergarten through grade 8).
U.S. Department of Education View Research Summary
These practices have demonstrated a range of effectiveness from minimal to strong on literacy for students with disabilities and struggling readers in kindergarten through grade 3.
Gersten, R.; Compton, D.; Connor, C. M.; Dimino, J.; Santoro, L.; Linan-Thompson, S.; & Tilly, W. D. View Research Summary
This program has not yet been proven effective in reading and spelling achievement for students with learning disabilities.
U.S. Department of Education View Research Summary
This program has not yet been proven effective in improving literacy among adolescents.
U.S. Department of Education View Research Summary
This program was found to have potentially positive effects on general reading achievement.
U.S. Department of Education View Research Summary
This program has not yet been proven effective on ELL.
U.S. Department of Education View Research Summary
This program was found to have positive effects on oral language and no discernible effects on phonological processing.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on language competencies for preschool children with disabilities.
U.S. Department of Education View Research Summary
This program has not yet been proven effective in reading achievement for students with learning disabilities in grades 2 through 5.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal and strong evidence of effectiveness on literacy for English Language Learners in elementary school (kindergarten through grade 5).
Gersten, R.; Baker, S. K.; Collins, P.; Linan-Thompson, S.; Scarcella, R.; & Shanahan, T. View Research Summary
This program was found to have positive effects on alphabetics, no discernible effects on reading fluency, and mixed effects on comprehension for beginning readers.
U.S. Department of Education View Research Summary
This program has not yet been proven effective in reading and spelling achievement for students with learning disabilities in kindergarten through grade 3.
U.S. Department of Education View Research Summary
This program has not yet been proven effective in reading achievement for students with learning disabilities.
U.S. Department of Education View Research Summary
These practices have demonstrated moderate and strong evidence of effectiveness on literacy for students in middle school and high school (grades 6 through 12).
Kamil, M. L.; Borman, G. D.; Dole, J.; Kral, C. C.; Salinger, T.; & Torgesen, J. View Research Summary
These practices have demonstrated minimal, moderate, and strong evidence of effectiveness on reading comprehension for students in kindergarten through grade 3.
Shanahan, T.; Callison, K.; Carriere, C.; Duke, N. K.; Pearson, P. D.; Schatschneider, C.; & Torgesen, J. View Research Summary
This program was found to have potentially positive effects on reading achievement and English language development.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on alphabetics, reading fluency, and math; no discernible effects on reading comprehension; and potentially negative effects on writing for students with learning disabilities.
U.S. Department of Education View Research Summary
This program was found to have positive effects on English language development.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on reading comprehension for adolescent learners in grades 2 through 6.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on alphabetics, no discernible effects on fluency, and mixed effects on comprehension for beginning readers.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on reading achievement for English language learners in grades 3 through 6.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on reading fluency and reading comprehension and no discernible effects on mathematics for students with learning disabilities.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on language competencies among preschool children with learning disabilities.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially negative effects on oral language, positive effects on print knowledge, potentially positive effects on phonological processing and early reading/writing, and no discernible effects on cognition.
U.S. Department of Education View Research Summary
This program has not yet been proven effective in reading achievement for students with learning disabilities in kindergarten through grade 4.
U.S. Department of Education View Research Summary
This program was found to have potentially positive effects on general literacy achievement for adolescent readers.
U.S. Department of Education View Research Summary
Read Naturally® was found to have potentially positive effects on general reading achievement, mixed effects on reading fluency, and no discernible effects on alphabetics and comprehension for beginning readers.
U.S. Department of Education View Research Summary
This program was found to have no discernible effects on reading achievement and English language development of elementary school English language learners.
U.S. Department of Education View Research Summary
This program was found to have mixed effects on comprehension for adolescent learners.
U.S. Department of Education View Research Summary
This program was found to have potentially positive effects on reading comprehension and no discernible effects on alphabetics, reading fluency, and general reading achievement for students with learning disabilities.
U.S. Department of Education View Research Summary
This practice was found to have mixed effects on comprehension and language development and no discernible effects on alphabetics and general reading achievement for preschool children.
U.S. Department of Education View Research Summary
This program is yet to be proven effective through research.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal, moderate, and strong evidence of effectiveness on writing achievement for students in elementary school (kindergarten through grade 5).
Graham, S.; Bollinger, A.; Olsen, C. B.; D'Aoust, C.; MacArthur, C.; McCutchen, D.; & Olinghouse, N. View Research Summary
This program has not yet been proven effective in reading achievement for students with learning disabilities.
U.S. Department of Education View Research Summary
This program has not yet been proven effective in reading achievement for students with learning disabilities in elementary school (kindergarten through grade 5).
U.S. Department of Education View Research Summary
This program has not yet been proven effective in reading and spelling achievement for students with learning disabilities.
U.S. Department of Education View Research Summary
This program has demonstrated no discernible effect on oral language for preschool children.
U.S. Department of Education View Research Summary
School Improvement/Leadership
Title
Description
Evidence Base/Source
This program has demonstrated potentially positive effects on knowledge, attitudes, and values for students in grade 12.
U.S. Department of Education View Research Summary
This program was found to have potentially positive effects on behavior; no discernible effects on knowledge, attitudes, and values; and no discernible effects on academic achievement among students in kindergarten through grade 6.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on behavior for students in grades 3 through 12.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal and moderate evidence of effectiveness on drop-out prevention in middle and high school (grades 6 through 12).
Dynarski, M.; Clarke, L.; Cobb, B.; Finn, J.; Rumberger, R.; & Smink, J. View Research Summary
Skills for Action was found to have no discernible effects on students' knowledge, attitudes, and values.
Lions Quest, Lions Clubs International Foundation View Research Summary
This program has demonstrated potentially positive effects on behavior for students in middle school (grades 6 through 8).
U.S. Department of Education View Research Summary
These practices have been demonstrated minimal and moderate evidence of effectiveness on academic achievement for students in elementary and middle school (kindergarten through grade 8).
Beckett, M.; Borman, G.; Capizzano, J.; Parsley, D.; Ross, S.; Schirm, A.; & Taylor, J. View Research Summary
This program has demonstrated potentially positive effects on progressing in school for students in high school (grades 9 through 12).
U.S. Department of Education View Research Summary
This program has not yet been proven effective in drop-out prevention in middle school (grades 6 through 8).
U.S. Department of Education View Research Summary
These practices have demonstrated minimal evidence of effectiveness on improving the performance of low-performing schools for elementary, middle, and high school (kindergarten through grade 12).
Herman, R.; Dawson, P.; Dee, T.; Greene, J.; Maynard, R.; Redding, S., & Darwin, M. View Research Summary
Student Differences
Title
Description
Evidence Base/Source
This program has not yet been proven effective on ELL.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on staying in school and progressing in school for students in grades 7 through 9.
U.S. Department of Education View Research Summary
This program has not yet been proven effective on ELL.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal and strong evidence of effectiveness on literacy for English Language Learners in elementary school (kindergarten through grade 5).
Gersten, R.; Baker, S. K.; Collins, P.; Linan-Thompson, S.; Scarcella, R.; & Shanahan, T. View Research Summary
This program was found to have potentially positive effects on reading achievement and English language development.
U.S. Department of Education View Research Summary
This program was found to have positive effects on English language development.
U.S. Department of Education View Research Summary
This practice has demonstrated potentially positive effects on reading achievement for English language learners in grades 3 through 6.
U.S. Department of Education View Research Summary
This program was found to have no discernible effects on reading achievement and English language development of elementary school English language learners.
U.S. Department of Education View Research Summary
This program is yet to be proven effective through research.
U.S. Department of Education View Research Summary
Transition
Title
Description
Evidence Base/Source
This program has demonstrated potentially positive effects on staying in school and positive effects on progressing in school for students in middle grades (grades 6 through 8).
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on staying in school and progressing in school for students in grades 7 through 9.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on completing school and no discernible effects on staying in school or progressing in school for high-school aged youth.
U.S. Department of Education View Research Summary
This program has demonstrated positive effects on staying in school, potentially positive effects on progressing in school, and no discernible effects on completing school for high school students with learning, behavioral, or emotional disabilities.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal and moderate evidence of effectiveness on drop-out prevention in middle and high school (grades 6 through 12).
Dynarski, M.; Clarke, L.; Cobb, B.; Finn, J.; Rumberger, R.; & Smink, J. View Research Summary
This program has demonstrated potentially positive effects on staying in school, no discernible effects on progressing in school, and no discernible effects on completing school.
U.S. Department of Education View Research Summary
These practices have demonstrated minimal and moderate evidence of effectiveness on college preparation and access to higher education for students in high school (grades 9 through 12).
Tierney, W. G.; Bailey, T.; Constantine, J.; Finkelstein, N.; & Farmer Hurd, N. View Research Summary
This program was found to have mixed effects on staying in school, potentially positive effects on progressing in school, and no discernible effects on completing school among at-risk students in high school (grades 9 through 12).
U.S. Department of Education View Research Summary
This program has demonstrated no discernible effects on progressing in school and potentially positive effects on completing school.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on completing school for disadvantaged youth who have dropped out in grades 10 through 12.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on completing school for at-risk students in grades 10 through 12.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on completing school for young mothers who are on welfare and have dropped out of high school in grades 9 through 12.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on progressing in school for students in high school (grades 9 through 12).
U.S. Department of Education View Research Summary
This program has not yet been proven effective in drop-out prevention in middle school (grades 6 through 8).
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on completing school for low-income and first-generation college students in grades 11 and 12.
U.S. Department of Education View Research Summary
This program has demonstrated potentially positive effects on staying in school and no discernible effects on progressing in school.
U.S. Department of Education View Research Summary