Panelists Jackie Gingrich Cushman President, Learning Makes A Difference Foundation Syndicated Columnist Ryan Balch Researcher, Vanderbilt NCPI Bill Fennessy Director of High School Programs, THINK Together

Jackie Gingrich Cushman

President, Learning Makes A Difference Foundation

Syndicated Columnist

Ryan Balch

Researcher, Vanderbilt NCPI

Bill Fennessy

Director of High School Programs, THINK Together

Learning Makes a Difference Foundation, Inc. Learn, Earn and Achieve 10/28/09 Copyright 2008 Not for use of disclosure outside of Learning Makes a Difference, LLC.

LMDF Mission To improve our children’s future by accelerating and enhancing knowledge through innovative learning programs: • Acting as an incubator of ideas. • Creating, implementing and testing new initiatives. • Collaborating with nonprofit organizations and partners. 10/28/09 Copyright 2008 Not for use of disclosure outside of Learning Makes a Difference, LLC.

To improve our children’s future by accelerating and enhancing knowledge through innovative learning programs:

• Acting as an incubator of ideas.

• Creating, implementing and testing new initiatives.

• Collaborating with nonprofit organizations and partners.

LEA Program Structure 8th and 11th grade students 15-week tutoring program Students receive free after school tutorial assistance in math and science 2 hours twice a week 10 to 1 student to teacher ratio Master teachers Students paid $8 an hour for four hours a week Results compared with control group by third party researcher EMSTAR 10/28/09 Copyright 2008 Not for use of disclosure outside of Learning Makes a Difference, LLC.

8th and 11th grade students

15-week tutoring program

Students receive free after school tutorial assistance in math and science

2 hours twice a week

10 to 1 student to teacher ratio

Master teachers

Students paid $8 an hour for four hours a week

Results compared with control group by third party researcher EMSTAR

LEA Program Participants 5

Program Results Copyright 2008 Not for use of disclosure outside of Learning Makes a Difference, LLC.

Program Results Copyright 2008 Not for use of disclosure outside of Learning Makes a Difference, LLC.

Student Impact ‘ I don’t feel stupid anymore. It actually works if you pay attention.” “ At first I didn’t like school, but now that I am bringing up my grades, I like school more and want to go to high school and college.” “ In the program they try to help you; in class you either get it or you don’t.” “ I don’t participate in class because I feel like people are going to laugh at me. But I participate more in after school because you can ask questions and the people around you are in the same situation.” 10/28/09 Copyright 2008 Not for use of disclosure outside of Learning Makes a Difference, LLC.

‘ I don’t feel stupid anymore. It actually works if you pay attention.”

“ At first I didn’t like school, but now that I am bringing up my grades, I like school more and want to go to high school and college.”

“ In the program they try to help you; in class you either get it or you don’t.”

“ I don’t participate in class because I feel like people are going to laugh at me. But I participate more in after school because you can ask questions and the people around you are in the same situation.”

Learnings Teachers set the tone The participants learned they could learn Groups created their own support system Transportation is critical Teacher and administrative expectations are important Incentives provide the initial attraction/ relationships and interactions provide the glue 10/28/09 Copyright 2008 Not for use of disclosure outside of Learning Makes a Difference, LLC.

Teachers set the tone

The participants learned they could learn

Groups created their own support system

Transportation is critical

Teacher and administrative expectations are important

Incentives provide the initial attraction/ relationships and interactions provide the glue

The Use of Incentives in Supplemental Education Services: Current Experimental Investigations Ryan Balch Vanderbilt University

Do Students Enroll in SES? In the 2004-2005 school year, less than 20% of eligible students enrolled in tutoring (Shaul, 2006) with the trend continuing in 2005-2006 (Center for Education Policy, 2006) Springer, Pepper & Ghosh-Dastidar (2008) found that of 19% eligible student enrolled in tutoring, only 42% attended a single session.

In the 2004-2005 school year, less than 20% of eligible students enrolled in tutoring (Shaul, 2006) with the trend continuing in 2005-2006 (Center for Education Policy, 2006)

Springer, Pepper & Ghosh-Dastidar (2008) found that of 19% eligible student enrolled in tutoring, only 42% attended a single session.

What Factors Could Affect SES Attendance? Heinrich, Meyer, and Whitten (2007) speculate that a dramatic drop-off in student attendance in Milwaukee Public Schools’ SES (from 64% in 2005-06 to 34% in 2006-07) may be due to new restrictions on offering students attendance incentives.

Heinrich, Meyer, and Whitten (2007) speculate that a dramatic drop-off in student attendance in Milwaukee Public Schools’ SES (from 64% in 2005-06 to 34% in 2006-07) may be due to new restrictions on offering students attendance incentives.

Experiment #1 – Research Questions Do student incentive programs impact student attendance rates at after-school tutoring sessions? What are the effects of a student incentive program on non-traditional student outcomes such as student attendance, discipline, and retention? What are the effects of a student incentive program on student achievement as measured by a standardized assessment tests in mathematics, reading, science, and/or social studies? Does participating in the student incentive program benefit a particular subgroup of students?

Do student incentive programs impact student attendance rates at after-school tutoring sessions?

What are the effects of a student incentive program on non-traditional student outcomes such as student attendance, discipline, and retention?

What are the effects of a student incentive program on student achievement as measured by a standardized assessment tests in mathematics, reading, science, and/or social studies?

Does participating in the student incentive program benefit a particular subgroup of students?

Experiment #1 – Research Design Randomization occurs at the household level Experimental Conditions Control Condition : No incentives Nominal Reward : Certificate sent to students attending 25% and 75% of tutoring sessions Monetary Reward : Student earn incremental rewards for each session attended, with a maximum award of $100*

Randomization occurs at the household level

Experimental Conditions

Control Condition : No incentives

Nominal Reward : Certificate sent to students attending 25% and 75% of tutoring sessions

Monetary Reward : Student earn incremental rewards for each session attended, with a maximum award of $100*

Experiment #2 – Research Questions Do parent incentive programs impact student attendance rates at after-school tutoring sessions? What are the effects of a parent incentive program on non-traditional student outcomes such as student attendance, discipline, and retention? What are the effects of a parent incentive program on student achievement as measured by a standardized assessment tests in mathematics, reading, science, and/or social studies? Does participating in the parent incentive program benefit a particular subgroup of students?

Do parent incentive programs impact student attendance rates at after-school tutoring sessions?

What are the effects of a parent incentive program on non-traditional student outcomes such as student attendance, discipline, and retention?

What are the effects of a parent incentive program on student achievement as measured by a standardized assessment tests in mathematics, reading, science, and/or social studies?

Does participating in the parent incentive program benefit a particular subgroup of students?

Experiment #2 – Research Design Randomization occurs at the household level Experimental Conditions Control Condition : Student earn incremental rewards for each session attended Parent Monetary Reward : Parents receive $50 gift cards when students complete both 25% and 75% of assigned tutoring sessions ($100 total award).

Randomization occurs at the household level

Experimental Conditions

Control Condition : Student earn incremental rewards for each session attended

Parent Monetary Reward : Parents receive $50 gift cards when students complete both 25% and 75% of assigned tutoring sessions ($100 total award).

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