Based on the STRONG theory that intentional, timely, continual support for students with disabilities leads to high school success and transition readiness.

This is a research project funded by the Office of Innovation, designed to provide four years of intervention and the evaluation and is based on a quasi-experimental design (QED) that meets the What Works Clearinghouse (WWC) Evidence Standards.

This project has helped keep hundreds of students on track toward graduation.

Treatment schools report an increase in

• Attendance

• Grades

• Accrual of credits

• Career Certifications

• Student achievement

• Dual-credit completion

• Post-secondary goals aligned to four year course of study

Treatment schools report a decrease in

-Discipline referrals

-Tardies to class

Funded by:              United States Department of Education

Type:                        Research Development; AP 3, Students with Disabilities; AP 6, Rural

Numbers:                900 students • High schools in 9 rural,  high-poverty districts