Research and Evaluation

Background

For the past twenty years, the Ed Fund has been committed to independent research throughout the Philadelphia region to improve educational outcomes for at-risk populations. Ranging from the formative evaluation of educational programs to broad-scale policy research, Ed Fund staff identify critical research issues, develop ways to address these issues, and help chart new directions for more effective schools and quality public education for children and young adults.

Core Components

Dropout Prevention
In 2004, in partnership with Johns Hopkins University, the Philadelphia Education Fund began a research project dedicated to addressing the following: How early in the middle grades (g. 6-8) can students at high risk for falling off the graduation track be identified? In March 2005, we introduced our 'Keeping Middle Grades Kids On Track to Graduation' study.

The study follows Philadelphia public school students who were enrolled in the 6th grade in 1996-97 through to 2003-04 (one year beyond on-time graduation). We also looked at more recent cohorts of 6th graders (1998-99, 2000-01, 2003-04) to verify findings. We screen approximately 20 variables (i.e., test scores, overage, course failures, attendance, behavior marks) to see which, if any, could identify as early as 6th grade students at high risk for falling off the graduation track.

We found four powerful predictors of falling off track: sixth graders who attended school 80% or less of the time; received a poor final behavior mark; failed math; or failed English (review all current Dropout Prevention Research). This is an ongoing study; updated findings will be released in Spring 2006.

The Philadelphia Educational Longitudinal Study (PELS)
The Philadelphia Educational Longitudinal Study (PELS) is a comprehensive database following a cohort of students in the School District of Philadelphia from the close of their 8th grade year to three years past on-time graduation.

- Overall, 63% of students failed at least one course.

- One-third of 9th graders failed three or more of their core academic courses

The data addresses both in- and out-of-school challenges, including student and parent perceptions of academic challenge and climate, engagement in risk-taking behavior and the transition to 9th grade. PELS helps us to distinguish the effects of "compound disadvantage" and link student outcomes of educational programs to interventions. Critical to our national effort to promote in-school and post-secondary success in urban youth, PELS data have policy implications vital to laying the groundwork for adulthood and will help drive quality education funding and initiatives for years to come.

Contact Information

Liza Herzog, - Bio
Senior Research Associate
Seven Benjamin Franklin Parkway, Suite 700
Philadelphia, PA 19103
(215) 665-1400
lherzog@philaedfund.org


Recent Article published in the Educational Psychologist co-authored by the Ed Funds Liza Herzog with Robert Balfanz, and Douglas Mac Iver (both of Johns Hopkins University).
Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions

Our 2005 study, 'Keeping Middle Grades Kids On Track to Graduation,' in partnership with Johns Hopkins University, has produced key findings:
  • 4 of 10 students who ultimately do not graduate in four years can be identified as early as the 6th grade.
  • 6th graders who have the "Big Four":
    • Less than 85% attendance
    • Poor behavior marks
    • Failing grade in math
    • Failing grade in English
    • have no more than:
  • 10% chance of graduating on time;
  • 20% chance of graduating one year late.

Students with different risk factors demand different types (academic v. social) and levels (targeted v. intensive) of interventions.

Secondary Education Planning: What the Research Shows