Twelve Together has potentially positive effects on staying in school, based on a lower (non-significant) dropout rate than control¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At the end of a three-year follow-up, 8% of Twelve Together students had dropped out compared with 13% of control group students; the difference was not statistically significant but was considered substantively important under WWC standards. → What Works Clearinghouse 2007

Evidence¶

What Works Clearinghouse 2007¶

What Works Clearinghouse, U.S. Department of Education. (2007). WWC Intervention Report: Twelve Together. https://ies.ed.gov/ncee/wwc

q3 · i? · causal · r?

A randomized controlled trial of 219 eighth graders in nine middle schools in one California school district, with follow-up three years after random assignment. The dropout difference favored the intervention ("8% of Twelve Together students" vs. 13% of control) but was not statistically significant; the WWC rated it potentially positive.

"At the end of the three-year follow-up period, Dynarski et al. (1998) found that 8% of Twelve Together students had dropped out of school compared with 13% of con­trol group students. Although this difference was not statistically significant, it was large enough to be considered substantively important"

Discussion¶

Related Claims¶

• The WWC improvement index for Twelve Together is +13 percentile points for staying in school and –6 percentile points for progressing in school — possibly the same claim (merge candidate)
• Twelve Together shows no discernible effects on progressing in school as measured by highest grade completed — related
• Financial incentives for teen parents have potentially positive effects on staying in school, with a statistically significant dropout reduction in Cal-Learn but not in LEAP — related
• Check & Connect has statistically significant positive effects on staying in school for high school students with disabilities — related
• ALAS increases the likelihood that high-risk students stay on track to graduate on time at the end of the intervention — related
• High School Redirection shows mixed effects on staying in school, with significant effects in the Stockton trial but not in Wichita or Cincinnati — related
• Effects of accelerated middle schools on dropping out varied by site: significant in Michigan, substantively important but not significant in Georgia, and null in New Jersey — related
• Students show signs of dropout risk early in high school, and schools that reach out in the ninth-grade year can keep them on track to graduate — a broader claim this one bears on
• The evidence base for Twelve Together is a single randomized controlled trial that met WWC standards only with reservations due to differential attrition — related
• Adult advocacy interventions show promising but variable effects on staying in and progressing in school — a broader claim this one bears on
• External incentives improved fifth-graders' rate of improvement on school tasks, with the motivated group standing ten points higher than the unmotivated by the ninth period — related