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Combine non-cognitive social/emotional supports with rigorous academic standards and close attention to student performance

Design · All designs
Evidence · no claims cited

Description

The article concludes that relationship building focused on non-cognitive social/emotional supports, combined with rigorous academic standards and close attention to student performance, produced higher academic achievement for students transitioning into high school. It notes "positive relationships and a sense of community are not enough to produce achievement gains among students without a clear emphasis on academic excellence by school staff."

Design Implications

Context

Requirements

  • Real-time access to student data
  • Quality pedagogy, caring relationships, and high expectations

Constraints

  • Tested in a large suburban high school with 68% free/reduced price lunch eligibility

Target Learners

  • 9th grade high school students

Learning Goals

  • Academic achievement
  • Successful high school transition

Claims

  • Barr Rct More Core Credits [+M]
  • Barr Rct Math Growth [+M]

Examples

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Key Sources

  • Corsello, M., Sharma, A., & Jerabek, A. (2015). Successful Transition to High School: A Randomized Controlled Trial of the BARR Model with 9th Grade Students. SREE Spring 2015 Conference. https://eric.ed.gov/?id=ED555578
Page metadata
Field Value
type design
id barr-combine-sel-with-academic-press
title Combine non-cognitive social/emotional supports with rigorous academic standards and close attention to student performance
description The article concludes that relationship building focused on non-cognitive social/emotional supports, combined with rigorous academic standards and close attention to student performance, produced higher academic achie...
status review
generated by process:settle-candidates on 2026-11-03
trust unverified — no one has confirmed this page's content
sources 1 — corsello-2015

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