Abstract

In this paper, we report results from a multisite, student-level randomized controlled trial that examined the impact of the Building Assets, Reducing Risks (BARR) model on ninth-grade students. The BARR model is a comprehensive, strength-based approach that uses eight interlocking strategies to build intentional staff-to-staff, staff-to-student, and student-to-student relationships. This student-level RCT included approximately 4,000 ninth-grade students randomly assigned to treatment or control conditions in eleven schools. We examined six constructs of student experience including expectations and rigor, engagement, supportive relationships, social and emotional learning, sense of belonging, and grit; and five measures of academic success including course failure, core credits earned, grade point average, and Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) English Language Arts and Mathematics test scores. Findings suggest that BARR significantly increased core credits earned and mathematics achievement as measured by the NWEA MAP. Relative to the control group, BARR improved several aspects of student experiences in school, including an increased sense of supportive relationships and teacher expectations and rigor.

摘要

在本文中，我们报告了一项多地点、学生级别的随机对照试验的结果，该试验检查了建筑资产、降低风险 (BARR) 模型对九年级学生的影响。BARR 模型是一种综合的、基于优势的方法，它使用八种相互关联的策略来建立有意的员工对员工、员工对学生和学生对学生的关系。这项学生级别的 RCT 包括大约 4,000 名九年级学生，随机分配到 11 所学校的治疗或对照条件。我们检查了学生体验的六种结构，包括期望和严谨性、参与度、支持性关系、社交和情感学习、归属感和勇气；以及五种学术成功的衡量标准，包括课程失败、获得的核心学分、平均成绩点、和西北评估协会 (NWEA) 的学术进步衡量标准 (MAP) 英语语言艺术和数学考试成绩。研究结果表明，根据 NWEA MAP 的衡量，BARR 显着增加了获得的核心学分和数学成绩。相对于对照组，BARR 改善了学生在学校体验的几个方面，包括增强的支持关系感以及教师的期望和严谨性。