# Authors Title Journal/Sou

1 Holmes, C. T., & Keffer, R. L. (1995) A computerized method to teach Latin and Greek root

words: Effect on Verbal SAT scores

Intervention DescriptionACT/SAT Test Preparationand Coaching Programs

The intervention in this study was a computerized program designed to help students impr

scores on the SAT through the study of Latin and Greek root words. The program focused o

Latin root words and 11 common Greek root words. About 800 English words and derivativ

roots. Participants in the intervention group were allowed two 45‐minute periods per week 

Times were available both before and after school. The program employed a flash card‐sty

students matched definitions to root words. Once students mastered the root words, they 

similar matching task with the English

derivatives. The intervention period lasted 6 weeks.

# Authors Title Journal/ So2 McMann, P. K. (1994) The effects of teaching practice review items and test‐taking

strategies on the ACT mathematics scores of second‐year

algebra students

Doctoral di

Intervention DescriptionACT/SAT Test Preparationand Coaching Programs

The intervention lasted 10 weeks. Students took the ACT pre‐test prior to the implementat

intervention. Students then participated in their normal second year algebra course using t

Trigonometry textbooks. Test‐taking strategies and practice ACT items were reviewed durin

with the regular curriculum. These materials came from suggested items from the ACT or w

researcher. Once the intervention was complete, students took the ACT post‐test.
# Authors Title Journal/ Source

3 Castleman, B. L., & Page, L.

C. (2014, December)

Freshman year financial aid nudges: An

experiment to increase FAFSA renewal

and college persistence. (Working Paper

No. 29).

Castleman, B. L., & Page, L. C. (2014, Decem

financial aid nudges: An experiment to incr

and college persistence. (Working Paper No

VA: EdPolicyWorks. Retrieved from

http://curry.virginia.edu/uploads/resourceYear_Financial_Aid_Nudges.pdf

Intervention DescriptionAdvice and

Assistance with

Financial Aid

The study measured the impact of sending text message reminders regarding annual Free Applic

Student Aid (FAFSA) renewal to first‐year college students who were already receiving financial a

Specifically, the study authors measured the effect of these messages on persistence into the sec

The text messages (a) provided information about how the students could obtain help with finan

students about important deadlines and requirements for refiling the FAFSA, and (c) offered

assistance on financial aid related processes.

# Authors Title Journal/ So4 Abelman, R., & Molina, A. (2001). Style over substance revisited: A longitudinal analysis of

intrusive intervention.

NACADA Jo

Intervention DescriptionAdvising The intervention is academic advising. Specifically, the study examines the extent to which 

of advising impacts performance and persistence. The authors assert that the manner of in

presentation, rather than the information itself, is a contributing and potentially conseque

success of any developmental advising

intervention
# Authors Title Journal/ So

5 Castleman, B. L., Page, L. C., &

Schooley, K. (2014).

The forgotten summer: Does the offer of college counseling

after high school mitigate summer melt among college‐

intending, low‐income high school graduates?

Journal of P

Manageme

Intervention DescriptionAdvising During the first in‐person meeting, counselors completed a college assessment protocol th

following elements: (1) Counselors reviewed the student’s financial aid award letter and pr

based on the student’s level of unmet financial need; (2) counselors briefed the student on 

summer deadlines at the college the student planned to attend, and helped the student un

complete paperwork the student had already received from that college; and, (3) counselo

the student faced social or emotional barriers to college enrollment in the fall. After the as

helped students create a list of tasks they needed to complete in order to start college that 

Counselors followed up with students individually to

check on their progress in completing these tasks.

# Authors Title Journal/ So6 Aronson, J., Fried, C. B., & Good, C.

(2002).

Reducing the effects of stereotype threat on African

American college students by shaping theories of

intelligence

Journal of E

Psychology

Intervention DescriptionAdvising or Coursework An experiment was performed to test a method of helping students resist these responses 

Specifically, students in the experimental condition of the experiment were encouraged to 

object of the stereotype—as a malleable rather than fixed capacity. This mind‐set was pred

students’ performances less vulnerable to stereotype threat and help them maintain their 

engagement with academics, both of which could help boost their college grades
# Authors Title Journal/ So

7 Hoxby, C., & Turner, S. (2013). Expanding college opportunities for high‐achieving, low

income students.

Stanford, Cfor Econom

Retrieved fhttp://siep

Intervention DescriptionCollege applicationguidance, information

about the costs of college,

and a fee waiver for

college applications.

The application guidance component of the intervention included information about deadl

for college applications at nearby institutions, at the state’s flagship institution, and at in‐ a

selective colleges. The information about the costs of the college component of the interve

students with information on the amount spent on instruction, the list price of attendance, 

attendance for different colleges and universities.

Finally, students received a waiver that allowed them to apply to 171 selected institutions w

application fees.

# Authors Title Journal/ So8 An, B. P. (2012). The impact of dual enrollment on college degree

attainment: Do low‐SES students benefit?

Educationa

Analysis, 35

10.3102/01

Intervention DescriptionDual enrollment A driving force behind the popularity of dual enrollment is that these programs address tw

postsecondary education: poor academic preparation among many college

entrants and low graduation rates.
# Authors Title Journal/ So

9 Bettinger, E. P., & Baker, R. B. (2014). The effects of student coaching: An evaluation of a

randomized experiment in student advising.

Educationa

Analysis, 36

doi:10.3102

Intervention DescriptionMentoring Coaches work with and help students throughout the student's first year of college. Coache

with a number of issues, including prioritizing studies and identifying barriers and ways to o

of the barriers are issues that occur outside of school, such as family, work scheduling, and 

Coaches contact their assignees by either phone, email, text messaging, or social

networking sites.

# Authors Title Journal/ So10 Stephens, N. M., Hamedani, M. G., &

Destin, M. (2014).

Closing the social class achievement gap: A difference‐

education intervention improves first‐generation students'

academic performance and all students' college transition.

Psychologic

953.doi:10.1177

Intervention DescriptionMentoring/advising The intervention for the study was a moderated panel. Students in the intervention conditi

moderated panel discussion, comprised of demographically diverse college seniors who res

posed by a moderator. In this condition, panelists talked about how their backgrounds affe

experiences. They linked their stories to their social‐class backgrounds. At the end of the se

invited to take a short survey and make a video testimonial on the lessons they learned fro

end of the year, students completed

another survey.
# Authors Title Journal/ So

11 Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of P

Psychology

Intervention DescriptionMentoring/advising The intervention surrounds inculcating students with a sense of social belonging. In Experi

led to believe that they might have few friends in an intellectual domain. Whereas White st

unaffected, Black students (stigmatized in academics) displayed a drop in their sense of bel

In Experiment 2, an intervention that mitigated doubts about social belonging in college ra

achievement (e.g., college grades) of Black students but not of White students.

# Authors Title Journal/ Source12 Cook et al. (2015). Not too Late: Improving academic

outcomes for disadvantaged youth.

(Working paper WP‐15‐01) Institute for Pol

Northwestern University: Evanston, IL. Retr

http://www.ipr.northwestern.edu/publicaters/2015/IPR‐WP‐15‐01.pdf

Intervention DescriptionTutoring Match Education's tutoring model includes individualized small group (two‐on‐one) math tutorin

every school day for one hour.

Match tutoring is taken as a credit bearing class replacing either an elective or the second math c

block. Tutoring sessions lasted 55 minutes each, up to 165 hours per academic year.

Tutoring was geared both towards helping students with their math deficiencies in general and h

understand content they were being taught in class in

particular.

# Authors Title Journal/ So13 Morisano, D., Hirsh, J. B., Peterson, J.

B., Pihl, R. O., & Shore, B. M. (2010)

Setting, elaborating, and reflecting on personal goals

improves academic performance.

Journal of A

95(2), 255‐

Intervention DescriptionTutoring A formalized intensive, online, written, goal‐setting program for struggling students
# Authors Title Journal/ So

14 Tran, Z. (2005). Help with English Language Proficiency “HELP” program

evaluation of sheltered instruction multimedia lessons

[White pap

www.helpp

Intervention DescriptionTutoring Students in the intervention group received HELP©, an Internet‐based supplemental curric

teach math concepts. The program focuses on English language learners, and Spanish‐spea

breaking down math terms into simpler concepts within the interactive lessons.

# Authors Title Journal/ So15 Wolfson, M., Koedinger, K., Ritter, S.,

& McGuire, C. (2008).

Cognitive Tutor Algebra I: Evaluation of results (1993‐1994). Pittsburgh, 

Learning.

Intervention DescriptionTutoring The intervention group used an early version of Carnegie Learning Curricula and Cognitive T

referred to as the Pittsburgh Urban Mathematics Project curriculum plus Practical Algebra 

curriculum emphasized the use of functional models, such as tables, graphs, and symbols, t

problems. Students in the intervention group used the tutoring software in about 25 of the 

# Authors Title Journal/ Source16 Zimmerman, B. J., Moylan, A.,

Hudesman, J., White, N., &

Flugman, B. (2008).

Enhancing self‐reflection and mathematics

achievement of at‐risk students at an urban

technical college: A self‐regulated learning

intervention.

Washington, DC: U.S. Department 

Retrieved fromhttp://ies.ed.gov/funding/grantse

Intervention DescriptionTutoring The intervention involves teacher demonstration of coping techniques, and exercises designed 

efficacy, self‐evaluation, and self‐reflection processes. In particular, students receiving the inte

opportunities to improve their math quiz scores by engaging in a self‐regulation learning guided 

allows them to correct wrong answers. The researchers also provide the intervention students 

regulated learning Math Reflection Form, which provides students with alternative feedback an

self‐ assessment. Finally, intervention instructors will orient students to focus on error detectio

giving small groups of students incorrectly solved problems, and asking them to find the errors 

appropriate strategies to correctly solve the

problem.
# Authors Title Journal/ So

17 Lovett, Meyer, and Thille (2008). The Open Learning Initiative: Measuring the Effectiveness of

the OLI Statistics Course in Accelerating Student Learning

Intervention DescriptionTutoring Open Learning Initiative (OLI) creates web‐based courses that are designed so that student

without an instructor. In addition, the courses are often used by instructors to support and

complement face‐to‐face classroom instruction.

# Authors Title Journal/ So18 Kim, J., Olsen, C. B., Scarella, R.,

Kramer, J., Pearson, M., van Dyk, D.,

Collins, P., & Land, R. E. (2011).

A randomized experiment of a cognitive strategies approach

to text‐based analytical writing for mainstreamed Latino

English language learners in grades 6 to 12.

Journal of R

Educationa

231‐263

Intervention DescriptionTutoring/Coursework Teachers in the intervention condition received training aimed at helping them enhance th

abilities of mainstreamed Latino ELLs through text‐ based, analytical instruction, using a co

approach. This approach includes goal setting, tapping prior knowledge, asking questions, m

and evaluating quality. Teachers then used these methods to help students make inference

interpretations after reading complex literary texts.

Students completed a pretest writing assessment, which was used by teachers to identify s

growth. Based on the teachers’ analysis of student writing samples, lessons were develope

individual students’ needs.