This study was part of a five year research-practice partnership. Dr. Fehrer led the qualitative research referenced in this study, and assumed leadership of the project from 2018-2021.

What we did: This partnership started by collaborating with the partners to develop a theory of change, to ground program design and development. This mixed methods study, conducted in year two of the program, was designed to provide early feedback to program partners on program outcomes and implementation. We used administrative data from the high school district to identify risk factors and early outcomes for program participants; we drew on interviews with staff, caseworkers, and youth participants to better understand what program features were most impactful for youth participants.

Findings: We learned that 1) program participation was associated with modest gains in credit recovery, GPA, and (later) graduation rates; and 2) the most impactful features of the program were the culturally relevant, goal-focused relationships between students and staff.

Results: The study helped demonstrate the program’s results supporting academic gains for students at risk of not graduating high schools. Additionally, it helped grassroots program staff to communicate the value of their unique relationship-centered approach to very different institutional stakeholders. Ultimately, the research and improvements contributed to the program qualifying for an additional 5 years of renewed federal funding.