ALAS effects on progressing in school and completing school fade or are non-significant after the intervention¶

Claim · All claims
Evidence · 1 study · causal r? · q3

Subclaims¶

q3 i? On-track-to-graduate differences at 11th grade (33% vs 26%) and on-time graduation at 12th grade (32% vs 27%) favored ALAS but were not statistically significant. → WWC Intervention Report: ALAS 2006

Evidence¶

WWC Intervention Report: ALAS 2006¶

WWC Intervention Report: ALAS. (2006). What Works Clearinghouse, U.S. Department of Education. https://www.alasdropoutprevention.com

q3 · i? · causal · r?

Subgroup analysis (Gándara et al., 1998; 81 of 94 initially randomized students) meeting WWC standards with reservations. Appendix A4.3 reports a Cox effect size of 0.14, improvement index 6, marked ns; the 11th-grade on-track difference (effect size 0.21) was also ns.

"ALAS students had higher graduation rates at the end of 12th grade (32% compared with 27% of the control group), but the difference was not statistically significant."

Discussion¶

Related Claims¶

• ALAS increases the likelihood that high-risk students stay on track to graduate on time at the end of the intervention — related
• ALAS effects on staying in school are not statistically significant two years after the intervention ends — related
• ALAS increases the likelihood that high-risk students remain enrolled in school at the end of the intervention — related
• The WWC rates ALAS as having potentially positive effects on staying in school and progressing in school — related