Small learning communities in low-income high schools, offering academic and career/technical courses as well as workplace opportunities
Randomized controlled trial shows a sizable positive impact on earnings of participants eight years after their scheduled high school graduation.
Book fairs providing summer reading over three consecutive years, starting at the end of first or second grade
Randomized controlled trial shows a sizable increase in students’ reading achievement.
A program that combines a classroom management strategy – the Good Behavior Game – with an enhanced academic curriculum
Randomized controlled trial shows a sizable reduction in substance use, and sizable increases in high school graduation and college enrollment rates.
Small public high schools created citywide in mostly high-poverty communities to replace large, low-performing high schools
Randomized controlled trial shows a sizable increase in the rates of four-year high school graduation and receipt of a New York State Regents diploma.
A charter middle school in New York City, serving mainly low-income, minority students
Randomized controlled trial shows a sizable increase in the four-year high school graduation rate and scores on New York Regents tests required for graduation.
A dropout prevention program for high school students with learning, emotional, and/or behavioral disabilities
Randomized controlled trials show a sizable decrease in students’ dropout rates, and increase in attendance and academic credits earned.
A delinquency prevention program for disruptive elementary school boys
Randomized controlled trial shows a sizable increase in high school graduation rates, and decrease in criminal behavior, in early adulthood.
A volunteer tutoring program for at-risk readers in early elementary school
Randomized controlled trial shows a sizable positive impact on students’ reading ability.
A school-wide reform program, primarily for high-poverty elementary schools, with a strong emphasis on reading instruction
Randomized controlled trial shows positive impact in raising school-wide reading achievement in grades K-2; however, key effects were not reproduced in a second trial.
A program for at-risk readers in grades K-2
Randomized controlled trial shows sizable positive impacts on reading ability for students with poor phonological processing (e.g., letter naming, and awareness of the sounds within words).