Supporting Justification for OMB Clearance of an Implementation 

Study of the Ramp-Up to Readiness Program Under the Regional 

Educational Laboratory Program

Section A

November 2013

Submitted to

Chris Boccanfuso, Ph.D.

Contracting Officer’s Representative

Institute of Education Sciences

U.S. Department of Education

Submitted by

Dean Gerdeman, Ph.D., Director

1120 East Diehl Road, Suite 200

Naperville, IL 60563-1486

866-730-6735

www.relmidwest.org

This publication was prepared for the Institute of Education Sciences (IES) under contract ED-IES-12-C-0004

by Regional Educational Laboratory Midwest, administered by American Institutes for Research. The content 

of the publication does not necessarily reflect the views or policies of IES or the U.S. Department of Education,

nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S.

government. The publication is in the public domain. Authorization to reproduce in whole or in part for 

educational purposes is granted.

2365_06/13
Contents

Page

Introduction..................................................................................................................................... 1

A. Justification ................................................................................................................................ 4

1. Circumstances Necessitating Collection of Information ...................................................... 4

2. How, by Whom, and for What Purpose Information Is to Be Used ..................................... 9

3. Use of Automated, Electronic, Mechanical, or Other Technological Collection 

Techniques.......................................................................................................................... 12

4. Efforts to Avoid Duplication of Effort................................................................................ 13

5. Sensitivity to Burden on Small Entities.............................................................................. 13

6. Consequences to Federal Program or Policy Activities if the Collection Is Not 

Conducted or Is Conducted Less Frequently Than Proposed............................................. 14

7. Special Circumstances........................................................................................................ 14

8. Federal Register Announcement and Consultation............................................................. 14

9. Payment or Gift to Respondents......................................................................................... 15

10. Data Confidentiality.......................................................................................................... 16

11. Additional Justification for Sensitive Questions............................................................... 17

12. Estimates of Hour Burden................................................................................................. 17

13. Estimate of Total Annual Cost Burden to Respondents or Record-Keepers.................... 19

14. Estimates of Annualized Cost to the Federal Government............................................... 20

15. Reasons for Program Changes or Adjustments ................................................................ 20

16. Plan for Tabulation and Publication and Schedule for Project......................................... 20

17. Approval Not to Display the Expiration Date for OMB Approval................................... 23

18. Exception to the Certification Statement .......................................................................... 23

References..................................................................................................................................... 24

Attachment A-1. Extant Data Request.......................................................................................... 24

Attachment A-2. Student Survey Questionnaire........................................................................... 24

Attachment A-3. Consent Documents .......................................................................................... 36

Attachment A-4. February Focus Group Protocol........................................................................ 40

Attachment A-5. Extant Document Collection Request............................................................... 49

Attachment A-6. Instructional Log for Ramp-Up Workshop....................................................... 50

Attachment A-7. May Focus Group Protocol............................................................................... 24
Attachment A-8. Staff Survey Questionnaire ............................................................................... 64

Attachment A-9. Educational Sciences Reform Act (ESRA)....................................................... 82

Attachment A-10. Federal Register Notices................................................................................. 83

Attachment A-11. Confidentiality Form and Affidavits............................................................... 84

Figure

Figure 1. Ramp-Up to Readiness Logic Model .............................................................................. 6

Tables

Table 1. Data Collection Timeline.................................................................................................. 7

Table 2. Time Burden Estimates for the REL Midwest Study of Ramp-Up Implementation...... 16

Table 3. Estimates of Annualized Costs for Respondents............................................................ 19

Table 4. Schedule of Activities..................................................................................................... 20
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—1

Introduction

The U.S. Department of Education (ED) requests clearance for data collection under the Office 

of Management and Budget (OMB) clearance agreement (OMB number [IES to complete]) for 

activities related to the Regional Educational Laboratory (REL) Program. ED, in consultation 

with American Institutes for Research (AIR), intends to study the implementation of the RampUp to Readiness Program (“Ramp-Up”) in Minnesota public schools. Ramp-Up, developed by 

the College Readiness Consortium at the University of Minnesota, is a schoolwide guidance 

program that aims to increase students’ likelihood of college enrollment and completion by

promoting multiple dimensions of college readiness (academic, admissions, financial, career, and 

personal/social). It is an intensive and comprehensive approach to college preparation (compared 

with many other college-access programs) in which all students within a school meet repeatedly 

with an advisor in groups over multiple years and receive detailed instruction and assistance 

related to dimensions of college readiness. OMB approval is being requested for a multimode 

data collection and analysis of a group of schools, students, and staff members in Minnesota 

public schools to provide evidence on the fidelity with which Ramp-Up schools implement the 

program and on the contrast between Ramp-Up’s core components and the college-related 

programs, activities, services, and resources in schools without Ramp-Up.

Education stakeholders in the Midwest (i.e., members of REL Midwest’s College and Career 

Success Research Alliance) believe Ramp-Up shows promise as a means to increase students’ 

college readiness because there is empirical (nonexperimental) support for each of the Ramp-Up 

dimensions. However, the program as a whole has not yet been evaluated. In contrast to the 

traditional approach to college counseling, Ramp-Up involves all teachers within a school 

presenting program content to all students in weekly group advisories and in periodic workshops. 

Although this model provides more detailed help to more students than the traditional approach 

to college counseling, the Ramp-Up model relies heavily on the participation of teachers. Given 

the time commitment involved in preparing for and leading the advisories and workshops, 

teachers may be reluctant to adhere to the program and schedule. A well-executed 

implementation study will document how well the teachers adhere to the professional 

development schedule and to the curriculum and structure of the advisories and workshops. The 

study also can document the ways in which the Ramp-Up approach differs from the approaches 

schools without Ramp-Up take to improve students’ college-readiness.

This study will assess the context for college-readiness programs and quality of implementation 

in schools adopting Ramp-Up. The implementation study aims to better understand (1) which 

schools selected to participate in Ramp-Up; (2) the extent of gaps in college-readiness for 

different types of students or schools among those schools that selected to participate in RampUp; (3) the extent to which implementing schools faithfully adopt the program model; (4) the 

extent to which students are exposed to the core program components; (5) the degree to which 

the intervention model differs from the college-related programs, services, activities, and 

resources offered in other schools; (6) the experiences among staff in early-implementing RampUp schools with the program curriculum, tools, and professional development; and, (7) the 

validity of two measures of personal college readiness to inform future studies that examine 

students’ personal (socioemotional) readiness for college. This information will be used to 

ascertain whether these schools can implement the program with fidelity, to lay the foundation 
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—2

for future research examining the effectiveness of college-readiness interventions, and to inform 

the decisions of educators considering the adoption of a whole-school college readiness program. 

Specifically, this study is designed to address six research questions (RQs):

RQ1. What are the characteristics of the student populations, geographical settings, and 

historical performance for the schools implementing Ramp-Up to Readiness? 

RQ2. Among students enrolled in schools implementing Ramp-Up, how do students’ 

academic achievement, college enrollment actions, and college enrollment differ for 

students eligible versus not eligible to receive free or reduced price lunch and for 

students enrolled in rural versus nonrural high schools?

RQ3. To what extent do (a) schools implement the core components of Ramp-Up (i.e., 

structural supports, curriculum and tools, and professional development) as intended by

the program developer, and (b) students in Ramp-Up schools receive the program 

exposure that the College Readiness Consortium believes is necessary to produce 

impacts? 

RQ4. How does Ramp-Up differ from college-related supports (i.e., programs, services, 

activities, and resources) in schools not implementing Ramp-Up? 

RQ5. What do school staff members (e.g., teachers, counselors, administrators) who are 

involved in implementing the Ramp-Up program perceive as the strengths and 

weaknesses of its curriculum, tools, and professional development? According to 

school staff, which aspects of Ramp-Up were more difficult to implement and why?

RQ6. To what extent are measures of personal readiness on ACT’s Engage survey (i.e., the

Commitment to College and Goal Striving scales) valid? That is, to what extent do the 

Engage scales show evidence of concurrent and predictive validity within a high 

school sample? 

Findings from this study will inform practitioners and policymakers about what implementation 

of Ramp-Up entails, the factors that may facilitate or hinder successful implementation of a 

schoolwide guidance program, and the variety of supports that schools selecting to participate in 

Ramp-Up provide to improve students’ college readiness. More importantly, the study findings 

will show whether high schools are able to implement Ramp-Up at a level that the program 

developers consider adequate. The College Readiness Consortium will use the results for 

program improvement, and evidence on the implementation of a schoolwide college-readiness 

intervention will allow educators to make more informed decisions on which college-readiness 

programs to adopt, the degree to which schools implement the programs, and the key

components of these programs. This study also can provide information on the challenges of 

implementing schoolwide interventions more generally (even those unrelated to college

readiness).

The College Readiness Consortium intends to roll out Ramp-Up to at least 22 high schools 

during the next two academic years, with half of the high schools implementing Ramp-Up in the 

2013–14 school year (early-implementing schools) and the remaining schools delaying 
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—3

implementation by one year (later-implementing schools).1The proposed study takes advantage 

of the program rollout among these schools and will examine implementation for the earlyimplementing schools during 2013–14 and the ways in which Ramp-Up compares with the 

college-readiness programs, services, supports, and resources offered by the later-implementing 

schools during 2013–14. Within schools, the implementation study will focus on gaining an 

understanding of the experiences of school staff and students in Grades 10–12 (all schools in the 

planned rollout include at least Grades 10–12).

This implementation study will require the following data collections:

2

 Existing student-level and school-level data gathered through requests for extant data 

from participating schools, school districts, the Minnesota Department of Education 

(MDE), the Minnesota Office of Higher Education (MOHE), and the State Longitudinal 

Educational Data System (SLEDS)

 An assessment of students’ personal college readiness (i.e., ACT’s Engage®assessment 

for Grades 10–12)

 A student survey to collect information about students’ experiences with school collegereadiness supports, which will be administered in spring 2013–14.

 February and May focus groups with key school staff involved in delivering collegereadiness supports (i.e., college-related programs, services, activities, and resources) in 

their schools 

 Extant school documents related to high schools’ college-readiness supports

 Instructional logs on which teachers implementing Ramp-Up in 2013–14 record the 

activities conducted during advisory sessions and five workshops provided to students

 A survey of school staff involved with implementing Ramp-Up in 2013–14

Clearance is being requested to collect data from early and later implementing Ramp-Up schools 

in spring and summer 2014. The study will not examine implementation during 2014–15, when 

the later implementing schools begin to implement Ramp-Up. ED believes that the data 

collections for which clearance is being requested represent the bare minimum necessary to 

assess the fidelity of program implementation.

 

1The College Readiness Consortium is a part of the University of Minnesota; as part of the public university’s 

outreach mission, it has provided Ramp-Up free of charge to middle and high schools in Minnesota. In early 2013, 

the College Readiness Consortium solicited applications from Minnesota schools to implement Ramp-Up free of 

charge, and 22 schools applied. This solicitation was not related to the proposed study. To better understand the 

contrast between Ramp-Up and the college readiness supports offered in high schools without Ramp-Up, the 

program developers chose to begin implementing Ramp-Up in 2013–14 in half of the schools, and the others are to 

begin implementing Ramp-Up the following school year (2014–15). 

2As detailed in section A1, not all of these data collections will require OMB clearance. However, to provide context 

for the request of OMB clearance, all data collections are described here.
REL Midwest Supporting Statement A:, Evaluation of the Ramp-Up to Readiness Program—4

A. Justification

State and federal policymakers have made college and career readiness one of the major goals of 

education reform (Council of Chief State School Officers, 2010; ED, 2010). Although many

interventions have been developed to help students continue their education to the postsecondary

level (e.g., Career Beginnings, Talent Search, Upward Bound), little rigorous evidence exists 

about the impact of such programs.3 One new intervention developed by the College Readiness 

Consortium at the University of Minnesota, Ramp-Up to Readiness, attempts to amalgamate 

strategies for improving college readiness recommended in previous research (nonexperimental 

evidence) into 28 half-hour lessons, five workshops, and professional development. Currently, 

34 high schools in Minnesota are implementing Ramp-Up, and the developers intend to make the 

intervention available to a much larger set of Minnesota schools. No independently gathered 

high-quality evidence exists, however, on whether schools are able to implement this 

comprehensive intervention as intended. The project for which OMB clearance is requested will 

attempt to gather such evidence through the least burdensome means.

The implementation study will examine 22 schools for 1 year. The program developer randomly 

selected 11 of the schools to implement the program beginning in 2013–14. The other 11 schools 

will continue their present college-readiness activities and supports and will implement RampUp in 2014–15, after a one-year delay.

ED seeks to use the implementation study to inform program improvement by learning (1) the 

types of schools that selected to participate in Ramp-Up; (2) the extent of gaps in collegereadiness for different types of students or schools among those schools that selected to 

participate in Ramp-Up; (3) the extent to which treatment schools faithfully adopt the program 

model; (4) the extent to which students are exposed to the core program components; (5) the 

degree to which the intervention model differs from the college-related programs, services,

activities, and resources offered in the later-implementing schools; (6) the experiences among 

staff in early-implementing Ramp-Up schools with the program curriculum, tools, and 

professional development; and, (7) the validity of two measures of personal college readiness.

This information will be used to ascertain whether these schools can implement the program with 

fidelity and to inform future studies that examine the effectiveness of college-readiness 

interventions. 

1. Circumstances Necessitating Collection of Information

ED requests clearance for the collection of data under the OMB clearance agreement (OMB 

number [IES to complete]) for activities related to the Regional Educational Laboratory (REL) 

program.

Almost all graduating high school seniors (97 percent) plan to enroll in college (Berkner & 

Chavez, 1997), but they encounter obstacles on the path to college completion. A variety of 

interventions have emerged to support students as they make themselves ready for college, enroll 

 

3

In a What Works Clearinghouse (WWC) review of college access programs, Tierney, Bailey, Constantine, 

Finkelstein, and Hurd (2009) found that only 16 of more than 500 studies met the WWC standards for evidence.
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—5

in college, finance their college education, and complete college. However, evidence on the

effectiveness of these programs is scarce (Tierney et al., 2009).

Ramp-Up is an intervention that aims to increase students’ college readiness and college success. 

The intervention consists of a guidance curriculum differentiated by grade level, a set of tools to 

help students set postsecondary goals and track progress toward their achievement, and 

professional development to support the curriculum and tools. It is a standardized program that 

was developed by the College Readiness Consortium at the University of Minnesota over six 

years (2006–12) through extensive review of scholarly research, intensive engagement in 

Minnesota secondary schools, and formative program evaluation in partnership with University

of Minnesota’s Center for Applied Research on Educational Improvement. Thirty-four 

Minnesota high schools began implementing the fully developed version of Ramp-Up during the 

2012–13 school year. The 11 schools that will implement Ramp Up in 2013–14 will be part of a 

second wave of implementing schools, and the 11 schools that are delaying implementation until 

2014–15 will comprise a third wave.

The logic model shown in Figure 1 illustrates the theoretical links between the key Ramp-Up 

program resources and activities (i.e., inputs), the five dimensions of college readiness (i.e., 

outputs), and high school and college outcomes (i.e., outcomes). According to the logic model 

that underlies the intervention, Ramp-Up is expected to increase students’ academic 

achievement, the likelihood that students enroll in advanced courses and complete key

enrollment actions, and students’ personal readiness for college. The model indicates that 

improving those student outcomes in high school will produce better outcomes at the college 

level, such as an increased likelihood of going to college, decreased likelihood of remediation, 

and higher rates of college persistence.
REL Midwest Supporting Statement A:, Evaluation of the Ramp-Up to Readiness Program—6

Figure 1. Ramp-Up to Readiness Logic Model

Resources

Provided by

College 

Readiness 

Consortium

 Guidance 

curriculum

 Tools for 

goal setting 

and progress 

monitoring

 Ramp-Up 

training

Activities

Within 

Schools

 Group 

advisory 

taught once 

per week

 Five 

readiness 

workshops

 Progress 

monitoring

 Staff 

professional 

development

Dimensions 

of College 

Readiness

 Academic

readiness

 Admissions 

readiness

 Career 

readiness

 Financial 

readiness

 Personal/ 

social 

readiness

Intermediate 

High School 

Outcomes

 Increase in

academic 

achievement

Short-Term 

High School 

Outcomes

 Greater

likelihood of 

enrolling in 

advanced 

coursework

 Greater

likelihood of 

completing 

key college 

enrollment 

actions

 Greater

personal 

readiness

Longer-Term 

College 

Outcomes

 Greater

likelihood of 

college 

enrollment

 Lesser

likelihood of 

remediation

 Greater

likelihood of 

persisting in 

college

Inputs Outputs Outcomes
REL Midwest Supporting Statement A:, Evaluation of the Ramp-Up to Readiness Program—7

Through its contractor for REL Midwest, ED is responding to requests of education stakeholders 

who have come together around the desired goal of improving college and career readiness of 

students (formally, the Midwest College and Career Success Research Alliance). These 

stakeholders believe that Ramp-Up is a promising intervention because it incorporates researchbased strategies within a single group of lessons and resources. No independently gathered highquality evidence exists, however, on whether schools are able to implement this comprehensive 

intervention as intended, or the extent to which it differs from college-readiness supports offered 

in other schools. ED and its contractor are authorized to conduct studies of this nature, with the 

expectation that any information to be collected from groups of nine or more people be justified 

as necessary for the overall program goals.

Table 1 shows the timeline for all data collection activity. It includes three data collections that 

do not require OMB clearance, but which are included in the table to provide context for the 

study. Collecting administrative data from MDE, MOHE, and SLEDS (collections 2 and 11) 

does not require OMB clearance because providing data to researchers is part of staff’s regular 

practice at these organizations. In addition, the collection of extant documents from the program 

developers (collection 7) does not require OMB clearance because it is the collection of existing 

documents without any modifications from the program developers. These documents are 

provided by Ramp-Up schools to the program developers as part of the Ramp-Up intervention.

Table 1. Data Collection Timeline

Data Collection Purpose

Requesting 

OMB 

Clearance?

February

May/ 

June

2014

Fall 

2014

1. Extant administrative school 

and student data from schools 

and/or districts

 Description of study schools and 

their student population (RQ1)

 Description of student subgroups 

(RQ2)

 Assessment of implementation 

fidelity (RQ3)

 Understanding Engage measures 

of personal readiness (RQ6)

Yes X X

2. Extant school and student data 

from MDE and MOHE

 Description of study schools and 

their student population (RQ1)

Description of student subgroups 

(RQ2)

No X X

3. Student personal readiness 

assessment (i.e., Engage)

 Understanding measures of 

personal readiness (RQ6) Yes X
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—8

Data Collection Purpose

Requesting 

OMB 

Clearance?

February

May/ 

June

2014

Fall 

2014

4. Student survey  Assessment of implementation 

fidelity (RQ3)

 Comparison of college-readiness 

activities for early-implementing 

and later-implementing Ramp-Up 

schools (RQ4)1

Yes X

5. February focus groups  Comparison of college-readiness 

activities for early-implementing 

and later-implementing Ramp-Up 

schools (RQ4)1

 Program improvement (RQ5)

Yes X

6. Extant documents from 

schools

 Comparison of college-readiness 

activities for early-implementing 

and later-implementing Ramp-Up 

schools (RQ4)1

Yes X X

7. Extant documents from 

program developers 

 Assessment of implementation 

fidelity (RQ3)

No X X

8. Instructional logs from 

teachers in earlyimplementing Ramp-Up 

schools for each of five 

workshops

 Assessment of implementation 

(RQ3) 

 Program improvement (RQ5) Yes X X

9. May focus groups  Assessment of implementation 

fidelity (RQ3) 

 Comparison of college-readiness 

activities for early-implementing 

and later-implementing Ramp-Up 

schools (RQ4)1

 Program improvement (RQ5)

Yes X

10. Survey of staff in earlyimplementing Ramp-Up 

schools 

 Assessment of implementation 

fidelity (RQ3) 

 Program improvement (RQ5)

Yes X

11. Administrative data from 

SLEDS

 Understanding measures of 

personal readiness (RQ6) No X

Note. Abbreviations are MDE, Minnesota Department of Education; MOHE, Minnesota Office of Higher Education; 

SLEDS, State Longitudinal Educational Data Systems. 

1Early-implementing schools begin implementing Ramp-Up in 2013–14; later-implementing schools will begin in 2014–

15.

2. How, by Whom, and for What Purpose Information Is to Be Used

ED’s contractor for REL Midwest will analyze the data to be collected through this study using 

statistical models and procedures that are preapproved by the Institute of Education Sciences 
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—9

(IES). The contractor will then summarize the findings in a report that will undergo review for 

quality and relevance by the National Center for Education Evaluation and Regional Assistance’s 

(NCEE’s) external review contractor. After the report has undergone IES review, findings will 

be presented to members of the Midwest College and Career Success Research Alliance (the 

primary audience) and published through IES for educators and education researchers (secondary

audience).

The purposes of the data collection are described for each data instrument for which OMB 

approval is being sought:

1. Extant administrative school and student data from schools and/or districts (data 

collection 1 in Table 1). Because staff at MDE and those working with SLEDS are 

expected to provide data to researchers as part of their regular practices, OMB clearance 

for MDE and SLEDS data requests is not being requested. Four types of administrative 

data, however, can be accessed only through schools or districts: (1) ACT or SAT testtaking activity,

4

(2) student grade point averages (GPAs), (3) indicators of enrolling in 

advanced coursework, and (4) an indicator of college applications based on student

transcript requests. These data are currently collected by schools for administrative 

purposes. Although these data exist, school staff may incur a burden in retrieving and 

formatting data to be sent to researchers. This OMB package requests clearance to 

request data from schools (see the data request form in Attachment A-1). Administrative 

data will be acquired through secure file transfer protocols. These and all other data 

collected for this evaluation will be safeguarded through protocols approved by the 

contractor’s federally approved institutional review board, including adherence to Family

Educational Rights and Privacy Act regulations. These data will be used to describe the 

schools in the study, including their student composition, and will help to contextualize 

the study’s findings. 

2. A student personal readiness assessment (data collection 3 in Table 1). This study will 

use the ACT Engage assessment for Grades 10–12, which measures academic behaviors 

associated with academic success. This assessment relates to students’ personal college 

readiness, one dimension of college readiness targeted by Ramp-Up. Engage assesses

behaviors in the areas of motivation and skills, social engagement, and self-regulation. 

Thirty students in each grade (Grades 10–12, for a total of 90 students per school) will be 

randomly selected to take the assessment (the project budget does not allow the 

assessment to be administered to all students). For any grade with fewer than 30 students, 

all students within the grade will be asked to participate. The Grades 10–12 version of 

Engage has 108 items and takes approximately 30 minutes to complete. It has been 

psychometrically validated on samples of college students (ACT, 2013). No published 

studies have examined the relationships between Engage scales and college enrollment. 

(This shortcoming prompted RQ6.) This study will also examine the relationship between 

the Engage scales and student test scores and college enrollment actions. Study schools 

(early- and later-implementing schools) will administer Engage to students in the spring 

of the study year. Because the Engage assessment is proprietary to ACT, the specific 

 

4

Staff from MDE have indicated that although ACT data are collected by the state, schools may have more accurate 

ACT information.
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—10

questions cannot be provided in this OMB package.5 Data from this assessment will 

provide information to help inform the use of personal readiness measures in future

impact evaluations. Two scales on the Engage assessment (Commitment to College and 

Goal Striving) will be examined to assess their relationship to the quality of program 

implementation, to other correlates of college-readiness (e.g., ACT/SAT scores), and to 

college enrollment. 

3. A student survey (data collection 4 in Table 1). In the spring of the study year, a student 

survey expected to take 10–15 minutes to complete will be administered to students in 

Grades 10–12 (the time estimate in this OMB package assumes 15 minutes). The survey

will help to assess the difference in the college-readiness supports available in earlyimplementing (those implementing in 2013–14) and later-implementing schools (those 

implementing in 2014–15). The survey will be administered to the same students 

randomly selected to take the Engage assessment. ACT allows 30 additional questions to 

be added to its assessment (however, no skip patterns are allowed). ACT will provide 

results to REL Midwest electronically at the same time as the Engage results. In addition, 

because many college-enrollment activities take place during senior year, any Grade 12 

students not randomly selected to take the personal readiness assessment will be asked to 

complete the survey electronically. Parents will be sent a letter informing them about the 

study and asking for them to return a form if they will not allow their child(ren) to 

participate in this data collection activity (i.e., passive consent). (See Attachment A-2 for 

the questionnaire and Attachment A-3 for the parental information letter and consent

form.)

4. February focus groups (data collection 5 in Table 1). Focus groups lasting 

approximately 90 minutes will be conducted with five or six staff members in the 11 

early-implementing Ramp-Up schools and the 11 later-implementing schools. These

initial focus group sessions will identify the range of college-readiness programs, 

services, activities, and resources (i.e., college-readiness supports) provided in high 

schools and determine baseline levels of the college-readiness supports before Ramp-Up 

is introduced in later-implementing schools. In early-implementing Ramp-Up schools,

focus groups will include the Ramp-Up leadership team (an administrator, teacher, and 

counselor), the Ramp-Up coordinator, and one to two Ramp-Up advisors or other staff 

members involved in delivering college-readiness supports. In the later-implementing

schools, focus groups will consist of staff members in the same types of roles who are 

familiar with college-readiness supports. For the purposes of this OMB package, it is

assumed that each focus group includes three teachers and three other staff members. 

ED’s contractor will work with each school to determine the staff most knowledgeable 

about college readiness supports in their schools. Participants will be asked about formal 

or informal programs (e.g., Upward Bound), services (e.g., college counseling and

financial aid assistance), activities (e.g., college tours, ACT or SAT preparation classes), 

and resources (e.g., college software) available to students through their schools and 

 

5

ACT has provided some sample items. Sample items in the Commitment to College scale include: “A college 

education will help me achieve my goals” and “I am committed to attend and finish college regardless of obstacles.”

Sample items in the Goal Striving scale are “Once I set a goal, I do my best to achieve it” and “I bounce back after 

facing disappointment or failure” (ACT, 2012, pp. 33–34).
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—11

designed to support college readiness. (See Attachment A-4 for the semistructured 

February focus group protocol.)

5. Extant document collection from early- and later-implementing schools (data 

collection 6 in Table 1). Documents will be collected in February and June of the study

year to gain a better understanding of the contrast between the college-readiness supports 

offered in early- and later-implementing Ramp-Up schools. Schools will be asked to 

provide existing documentation on programs and activities related to college readiness 

(e.g., a calendar showing scheduled college-readiness activities such as a financial aid 

night or college fair). The specific documents to be collected will be decided after 

identifying the college-readiness supports in the February focus groups. Documents will 

be requested from one person at each school. This OMB submission assumes it will take 

30 minutes for each school contact to locate and e-mail the extant documents. (See 

Attachment A-5 for the letter to be sent to schools requesting documents.)

6. Instructional logs (data collection 8 in Table 1). Logs from teachers in schools 

implementing Ramp-Up in 2013–14 will be collected up to five times during the study.

6

To better understand the extent to which students in the early-implementing Ramp-Up

schools receive the program as intended, Ramp-Up teachers will complete short 

instructional logs requiring 5–10 minutes that describe the content, time, and quality of 

workshops and advisories. Instructional logs will be collected from all teachers who 

deliver the five workshops to 10th, 11th, or 12th graders. For the purposes of this OMB 

package, it is assumed that 398 teachers will participate7and that logs will require 10 

minutes to complete. (See Attachment A-6 for the log.)

7. May focus groups (data collection 9 in Table 1). Focus groups will be conducted with 

five or six staff members in all schools (approximately 11 early-implementing and 11

later-implementing schools) in May. For consistency, the May focus groups will include 

the same staff members as the February focus groups when possible. If a February

participant is not available or has changed roles, someone in a role similar to that of the 

February participant will be asked to participate. One purpose of the May focus groups 

will be to collect data to measure the contrast between the college-readiness supports 

provided in early-implementing schools (in 2013–14) and later-implementing schools (in 

2014–15). For each college-readiness support identified in the February focus group, 

participants will be asked about the participation in, frequency, duration, and content of 

the support. A second purpose of the May focus groups is to gather information about the 

fidelity of implementation in early-implementing schools by asking about which core 

components of Ramp-Up were implemented and what enabled or prevented a high 

fidelity of implementation. Sixty minutes will be planned for focus groups in later-

 

6

Instructional logs will only be collected after OMB approval is received. The timing of the workshops can vary by 

school, and it is not known exactly how many workshops will take place prior to receiving OMB approval. The 

number will likely be less than five. However, for the purposes of this OMB package, we will use the number five 

because it will be the most conservative. 

7

There is an estimated average of 36.18 teachers per school (based on the average within Minnesota public high 

schools from the Common Core of data) and 11 implementing schools for an estimate of 398 teachers.
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—12

implementing schools, and 90 minutes in early-implementing schools. (See Attachment

A-7 for the May focus group protocol.)

8. A staff survey (data collection 10 in Table 1). A survey that will take 30 minutes to 

complete will be conducted in early-implementing schools. The survey will occur in June 

of the study year with all teachers who teach 10th, 11th, or 12th grade (approximately 398

teachers) and with school staff who participate in focus groups who are not teachers 

(approximately 33 individuals). This survey will ask staff about their perceptions of the 

strengths and weaknesses of the Ramp-Up program’s curriculum, tools, and professional 

development. It also will be used to gather information about whether school staff 

implemented the intervention as intended. Results will be used by the program developers 

for program improvement and also will inform stakeholders more generally about schools’

experiences in implementing a schoolwide college-readiness intervention. (See Attachment

A-8 for the questionnaire.)

The findings produced through analysis of these data will help three specific education 

stakeholder groups:

1. State education agencies seeking strategies and programs to endorse as a potential means 

to improve students’ college readiness and college enrollment.

2. Local education agencies that are considering implementing a schoolwide college

readiness program like Ramp-Up. 

3. The developer of this intervention (the College Readiness Consortium at the University 

of Minnesota) and developers of other college-readiness interventions that continually

seek to improve their programs by using information from studies such as this. This study

will reveal obstacles to implementation and provide information on the usefulness of a 

personal readiness assessment. 

Without the data to be collected in this study, local education agencies and schools will be 

unable to assess factors that facilitate or impede implementation of this or similar whole-school 

approaches to improving college readiness.

After data are analyzed and summarized, ED’s contractor will sanitize the data files of any 

information that can be linked to individual students, teachers, schools, or districts. Data files 

will then be submitted to IES and made available to other researchers as restricted-use files.

3. Use of Automated, Electronic, Mechanical, or Other Technological 

Collection Techniques

The data collection plan reflects sensitivity to issues of efficiency, accuracy, and respondent 

burden. To address the study’s RQs, the contractor will collect data using electronic data 

collection tools when possible. The electronic tools include the following:

 A secure electronic file transfer protocol site that allows MDE, SLEDS, schools, and 

districts to transfer administrative records to ED’s contractor in an efficient and secure 

way and audio recording devices for recording participants’ comments during focus 

groups (with permission) so that transcription can be performed more accurately and data 
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—13

can be analyzed with more efficiency (recordings to be destroyed after the report is 

published)

 Online data collection tools that allow for the secure collection of instructional logs from 

Ramp-Up teachers (e.g., Vovici), which gives them the opportunity to complete the 

survey during noninstructional hours and eliminates the need for third-party data entry

 E-mail systems maintained by schools/districts and the contractor that allow for transfer

of electronic documents (docx, .xlsx, or .pdf files) rather than printed copies of 

documents

 An online data collection tool (e.g., Vovici) that allows for the secure collection of survey

data from Ramp-Up school staff, gives them the opportunity to complete the survey

during noninstructional hours, and eliminates the need for data entry

 An electronic data collection system used by ACT to administer the personal readiness 

assessment (in conjunction with the student survey and eliminates the need for data entry)

4. Efforts to Avoid Duplication of Effort

To the extent possible, this project will rely on extant administrative data or existing documents 

that are available on students, teachers, schools, or programs, rather than asking individuals to 

provide the data for study purposes. While other implementation studies have examined collegereadiness programs, Ramp-Up is relatively unique in its approach to improving collegereadiness. In contrast to a traditional approach to college preparation and planning, Ramp-Up 

involves all teachers within a middle or high school (just high school for this study) presenting 

program content to all students weekly in groups.

8 No other implementation studies of Ramp-Up 

to Readiness have been conducted or planned. This effort will yield unique data necessary to 

study the implementation of the Ramp-Up program. No other systematic effort has been made or 

is currently underway to collect such information, and there is no alternative source of this 

information.

5. Sensitivity to Burden on Small Entities

It is likely that one or more of the schools that participate in this study will be small (possibly

serving Grades 7–12 in one building, with 30 or fewer students per high school grade). The 

contractor has developed its data collection plan with this assumption and has intentionally

capped the collection of instructional logs at no more than five and the length of time to 

complete the instructional logs at 10 minutes. Further, five of the seven data collections requiring 

OMB clearance (i.e., extant administrative school and student data, extant documents from 

schools, instructional logs from teachers, the online survey of school staff, and the student survey

and personal readiness assessment) will be electronic to reduce the length of time it takes 

respondents to comply. The requested data represent the absolute minimum amount of 

information required to meet the study objectives.

 

8 This study focuses on students in 10th through 12th grade.
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—14

6. Consequences to Federal Program or Policy Activities if the Collection Is 

Not Conducted or Is Conducted Less Frequently Than Proposed

The Education Science Reform Act of 2002 states that the central mission and primary function 

of the RELs includes supporting applied research and providing technical assistance to state and 

local education agencies within their region (ESRA, Part D, section 174[f]; see Attachment A-9

for the text). Failure to approve the data collections related to implementation of Ramp-Up will 

jeopardize this attempt to study this intervention and thereby prevent the REL Midwest 

contractor from fulfilling its mission.

This project also has the potential to inform researchers, practitioners, and policymakers more 

broadly. Ramp-Up’s program design and practices may be of particular interest for several 

reasons: (1) Ramp-Up aims to serve all students in a school rather than a select subgroup; (2) it is 

a data-driven approach to assess and track students’ college preparation; (3) it incorporates the 

WWC’s recommended practices for college preparation programs (see Tierney et al., 2009 for 

the recommended practices); and (4) its group advisory approach may be more cost effective 

than a similarly intense one-on-one counseling approach. Findings from this study are potentially

helpful for informing practitioners about what implementation of Ramp-Up, or a whole-school 

reform more generally, entails and factors that may facilitate or hinder successful 

implementation. Without this study, practitioners and policymakers will have less information on 

which to base decisions about adopting whole-school college-readiness interventions.

7. Special Circumstances

This request for OMB clearance does not include any of the stipulated special circumstances and 

thereby fully complies with regulations.

8. Federal Register Announcement and Consultation

a. Federal Register Announcement

A 60-day notice will be published in the Federal Register, providing an opportunity for 

public comments. A 30-day notice will be published to further solicit comments. ED will 

respond to both public and OMB questions, if any, and summarize the responses under 

8a. A place holder (Attachment A-10) for the notices is attached.

b. Consultations Outside the Agency

ED and/or the REL Midwest contractor have consulted with the following groups on the 

availability of data, the soundness of the evaluation design for addressing evaluation 

questions, and the clarity of measures:

 A technical working group (TWG) comprising experts in research methodology and 

REL Midwest’s core areas of emphasis, which was assembled by the REL Midwest 

contractor. The TWG met on October 23, 2012, to discuss the Ramp-Up to Readiness 

program, the evaluation methodology, and measures. The contractor was required to 

submit to ED the TWG comments and the contractors’ plan for addressing those 

comments.
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—15

 Former educators or staff with content and technical expertise within the REL

Midwest contractor (i.e., American Institutes for Research) about interview questions, 

focus group protocols, online surveys, and instructional logs. These former educators 

or staff with content expertise reviewed the instruments, interview questions, and 

focus group protocols for clarity of wording, for loadedness of questions (i.e., 

whether questions are written to elicit only one type of response), and appropriateness 

of response options.

 An external review contractor to examine the reasonableness of the logic model 

underlying the intervention (whether it is reasonable to expect that the intervention is 

capable of producing impacts), the analytic approach for determining fidelity of 

implementation, and the degree to which findings address the RQs and conclusions 

are supported by the data. The project plans were approved by an external review 

contractor, which is part of the REL program, in September2013.

9. Payment or Gift to Respondents

A $1,500 incentive will be given to each school that participates in the project but delays 

implementation until the 2014–15 school year. Schools in this group may feel discouraged by the 

results of the random assignment, and the promise of delayed implementation (after the study

period has ended) may not be sufficient incentive to continue participation in this 

implementation study, which requires data collection prior to implementing the program (for the 

later-implementing schools). To prevent attrition among the later-implementing schools (which 

would jeopardize the validity of the study), the REL Midwest contractor will offer these schools

a single payment of $1,500 at the end of the study year. This amount was determined by

consulting NCEE’s “Proposed Incentives and Payments,” which suggests annual payments of 

$2,500 to control schools. Because the data burden on schools, teachers, and students in this 

study is substantially lower than in other types of studies such as randomized control trials of 

interventions, the amount was reduced in what was deemed a commensurate manner.

The REL Midwest contractor also will offer teachers and other school staff participating in the 

implementation study (i.e., administrators and counselors, who will be included in focus groups) 

in both early- and later-implementing schools a $25 Amazon.com gift card for each data 

collection activity that they perform. For some teachers in early-implementing Ramp-Up

schools, the total might amount to $100 in gift cards ($25 each for the February focus group, all 

five instructional logs, the survey, and the May focus group). Other teachers will receive fewer 

gift cards because they are not involved in the focus groups. School staff members in the laterimplementing group will not be asked to complete instructional logs or the online survey, and 

will receive a $25 gift card for participating in each focus group. The monetary amount of the 

gift cards was determined by the average salary of Minnesota teachers. When the average salary

is converted into an average hourly rate, the result is approximately $25 per hour. Teachers in the 

early-implementing Ramp-Up schools can anticipate no more than four hours for completing 

focus groups, the online survey, and instructional logs. Other school staff members such as 

administrators and counselors participating in the focus groups can anticipate spending no more 

than three hours for participation in focus groups.
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—16

10. Data Confidentiality

ED’s contractor for REL Midwest will follow the policies and procedures required by ESRA of 

2002, Title I, Part E, Section 183. This requires “All collection, maintenance, use, and wide 

dissemination of data by the Institute” to “conform with the requirements of section 552 of title 

5, United States Code, the confidentiality standards of subsection (c) of this section, and sections 

444 and 445 of the General Education Provision Act” (20 U.S.C. 1232g, 1232h). These citations 

refer to the Privacy Act, the Family Educational Rights and Privacy Act, and the Protection of 

Pupil Rights Amendment.

In addition, for student information, ESRA states:

The Director shall ensure that all individually identifiable information about students, 

their academic achievements, their families, and information with respect to 

individual schools, shall remain confidential in accordance with section 552a of title 

5, United States Code, the confidentiality standards of subsection (c) of this section, 

and sections 444 and 445 of the General Education Provision Act.

Subsection (c) of section 183 requires the Director of IES to “develop and enforce standards 

designed to protect the confidentiality of persons in the collection, reporting, and publication of 

data.”

Subsection (d) of section 183 prohibits disclosure of individually identifiable information as well 

as making the publishing or communicating of individually identifiable information by

employees or staff a felony.

The contractor for REL Midwest will protect the confidentiality of all information collected for 

the study and will use it for research purposes only. To protect confidential data, only the 

contractor’s data management staff, investigators, and research staff will have access to the data 

files on a “need-to-know” basis. Any identifiable variables, raw data, or derived variables will be 

stored in encrypted files on a secure data management site. Access to this site will be limited to 

staff assigned to the project. Any data obtained for this study will be used only for statistical and 

descriptive analyses. All identifiers will be destroyed as soon as they are no longer required. 

Study reports will not identify the name of any specific analysis unit (e.g., students, school staff 

members, or schools). In no case will information be reported when the total number for a 

quantity represents fewer than four cases. Moreover, any data that permit identity disclosure, 

when used in combination with other known data, will not be published or made available in 

restricted-use files. 

All members of the study team have obtained their certification on the protection of human 

subjects in research, and REL Midwest staff members also have obtained federal security 

clearances. The REL study team will submit to the NCEE security officer a list of the names of 

all people who will have access to respondents and data. All staff members working on the 

project who have access to the data or to respondents will be required to sign a confidentiality 

pledge and affidavits of non-disclosure (see copies of the forms in Attachment A-10; we will 

obtain the appropriate signatures). The project team will track new staff and staff who have left 

the study and ensure that additional signatures will be obtained or clearances will be revoked.
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—17

Respondents to the focus groups, instructional logs, and surveys will be informed of the 

voluntary nature of the data collection and the confidentiality provision on the instructional logs, 

in the instructions for providing extant documents, on the surveys, and during the focus groups. 

11. Additional Justification for Sensitive Questions

No questions of a highly sensitive nature appear in any instrument, including the protocols for 

focus groups, the instructional logs, and the surveys. In addition, participants will be informed 

that their responses are voluntary, and they may decline to answer any question.

12. Estimates of Hour Burden

The total reporting burden associated with this data collection is 4,043 hours (see Table 2). This 

burden estimate includes the time required for completing consent forms; preparing extant school 

and student data; participating in focus groups; providing extant documents; and completing

instructional logs, the staff survey, the student survey, and the student personal readiness 

assessment. For each data collection, the burden was estimated from the contractor’s 

performance of similar collections. One additional review of the instruments will be conducted 

by researchers not on the research team to assess the feasibility and time burden of the 

instruments based on previous experience in similar settings. OMB documents will be revised if 

needed. To be conservative, the burden estimates assume response rates of 100 percent.

Table 2. Time Burden Estimates for the REL Midwest Study of Ramp-Up Implementation.

 

Instrument

Person 

Incurring 

Burden

Number of 

Respondents

Responses 

per 

Respondent

Hours 

per 

Response

Total 

Burden 

(Hours)

1. An estimated 22 schools of 621 in the school universe have selected to participate in the study during 

2013–14. Staff at each of the estimated 22 schools in the evaluation will receive consent forms to 

participate. The consent form will cover all data collection activities. Six staff members in an 

estimated 11 later-implementing schools will receive consent forms for focus group participation (for a 

total of 66 staff members). Three nonteaching staff members in the estimated 11 early-implementing 

Ramp-Up schools will receive consent forms (for a total of 33 staff members), and all teachers will 

receive consent forms. It is estimated that there will be approximately 398 teachers in the earlyimplementing Ramp-Up schools.1

For the purposes of calculating burden, the initial consent form 

burden requires an estimated 5 minutes of time per respondent.

Staff Consent Forms School staff 497 1 0.08 41.4
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—18

 

2. Parents or guardians for all students in each of Grades 10–12 in all schools will receive an information 

sheet describing the study and asking them to return the form if they do not want their child(ren) to 

participate in the student data collection activities (i.e., passive consent). It is estimated that it will take 

5 minutes of time per respondent to review the information and return it. The burden calculation 

assumes 148 students per grade (for a total of 444 students per school).2

Parent Information Letter 

With Consent Form Parent 9,768 1 0.08 814.0

3. Approximately 90 students in each school (for a total of 1,980 students) will be asked to complete a 

personal readiness assessment in the spring. The personal readiness assessment is expected to take no 

longer than 30 minutes to complete. 

Student Personal Readiness 

Assessment Student 1,980 1 0.50 990.0

4. Approximately 30 Grade 10 students, 30 Grade 11 students, and all Grade 12 students (assume 148) in 

each school will take the student survey in the spring. It is estimated to take no longer than 15 minutes 

to complete.

Student Survey Student 4,576 1 0.25 1,144.0

5. One staff member at each school or district (an estimated 22 staff members) will be asked to extract 

existing student- and school-level administrative data from school records. Before beginning the data 

extraction, the study team will discuss by phone the data request with school staff. If necessary, the 

study team will contact school staff by phone after receiving the data for clarification. It is assumed 

that the data extraction will take one hour and that the phone conversations could last up to one hour. 

Data will be collected twice (in February and June of the school year).

Administrative Data 

Request

School 

administrator 22 2 2.00 88.0

6. In February of the study year, a focus group will be conducted with an estimated six staff members in 

each school (for a total of 132 staff members). Each of these focus groups will require an estimated 

60–90 minutes. This burden calculation assumes 90 minutes per focus group. 

February Focus Group School staff 132 1 1.50 198.0

7. During February and June of the study year, one staff member at each school (a total of 22 staff 

members) will be asked to provide existing documents related to the college readiness supports offered 

by their schools. It is estimated that each request will take 30 minutes to fulfill. 

Extant Document 

Collection Request

School 

administrator 22 2 0.50 22.0

8. All teachers in the early-implementing Ramp-Up schools (398 teachers) will be asked to complete 

instructional logs for five workshops. Each instructional log is estimated to require 5–10 minutes to 

complete. For the purposes of estimating burden, the conservative estimate of 10 minutes per 

instructional log will be used, for a total individual burden of 50 minutes.

Instructional Logs Teachers 398 5 0.17 331.7

9. In June of the study year, a focus group will be conducted with the same six staff members in each 

school who participated in the February focus group (for a total of 132 staff members). Each focus 

groups will require an estimated 60–90 minutes. This burden calculation assumes 90 minutes per focus 

group.

June Focus Group School staff 132 1 1.50 198.0
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—19

1There is an estimated average of 36.18 teachers per school (based on the average within Minnesota public high 

schools from the Common Core of data).

2This the average number of 12th graders among schools that had expressed interest in Ramp-Up by January 2012.

3The total number of respondents in this table is the sum of the number of respondents for each data collection 

activity. Because some individuals will participate in more than one data collection activity, the total number of 

respondents exceeds the total number of individuals who will respond.

Note. The hours per response was rounded to the second decimal place for display only. Therefore, the total burden 

may not equal the product of the displayed hours per response, number of respondents, and number of respondents. 

13. Estimate of Total Annual Cost Burden to Respondents or Record-Keepers

The annualized cost to respondents (see Table 3), which is calculated on the basis of the

respondent group and school group, is estimated at $47,714. On average, the burden for 

completing the various pieces of data collection will be 0.30 hours per respondent (i.e., the total 

hours divided by the total number of respondents), with the most burden hours (4.42 hours) 

placed on teachers from early-implementing Ramp-Up schools who also participate in focus 

groups.

Table 3. Estimates of Annualized Costs for Respondents

Tasks Type of 

Respondent

Total 

Burden 

Hours

Hourly 

Wage 

Rate1

Monetary 

Cost of 

Burden

Staff consent form School staff 41.4 $24 $1,009 

Parent information letter with 

consent form Parent or guardian 814.0 $22 $18,250 

Student personal readiness 

assessment Students 990.0 $0 $0 

Student survey Students 1144.0 $0 $0 

Extant administrative student and 

school data collection School administrator 88.0 $24 $2,145 

February focus group School staff 198.0 $24 $4,825 

Extant document collection School administrator 22.0 $24 $536 

Instructional logs Teachers 331.7 $24 $8,083 

June focus groups School staff 198 $24 $4,825 

10. All teachers and any other staff involved in the early-implementing Ramp-Up schools who participate 

in focus groups will be asked to participate in a survey in the spring. For the burden estimate, it is 

estimated that three nonteaching staff members from each school will participate (33 staff) and 398 

teachers, for a total of 431 staff members. The survey is estimated to require 30 minutes of time per 

respondent.

Staff survey School staff 431 1 0.50 215.5

Total 17,958310.3 4,042.6
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—20

Staff survey School staff 215.5 $24 $5,252 

Total 4,042.60 $47,714 

1The hourly wage rates for parents and school staff are based on mean wage rates in Minnesota reported by the Bureau 

of Labor Statistics (2013). For parents, the overall mean wage rate in Minnesota is used ($22.42), and for school staff 

the mean wage for education, training, and library occupations is used ($24.37). Because students will take the survey 

and assessment during school hours, it is assumed that no costs will result from students participating in the data 

collection.

Note. The total burden hours and wage rates were rounded for display only. Therefore, the total monetary cost may 

not equal the product of the displayed burden hours and the wage rate. 

14. Estimates of Annualized Cost to the Federal Government

The annualized cost to the federal government for all project activities is $287,515. The three 

year project will cost $862,544 total, with actual annual costs of $501,294 during 2013 and the 

remainder of the costs ($361,250) to be incurred during 2014 and 2015.

15. Reasons for Program Changes or Adjustments

This is a new study.

16. Plan for Tabulation and Publication and Schedule for Project

All results for REL studies are made available to the public through peer-reviewed reports that 

are published by IES. The data sets from these studies will be turned over to the REL’s IES 

project officer. These data may become IES restricted-use data sets requiring a user’s license that 

is applied for through the same process as National Center for Education Statistics restricted-use 

data sets (see http://nces.ed.gov/pubs96/96860rev.pdf for procedures related to obtaining and 

using restricted-use data sets). The REL contractor also would be required to obtain a restricteduse license to conduct any work with the data beyond the original report.

The answer to RQ1 will provide a better understanding of the types of schools that participated 

in the study. Such information allows district and school administrators to compare the 

demographic, geographic, and achievement characteristics of their schools with the 

characteristics of study schools to determine the extent to which study findings may apply to 

them. Analysts will use frequencies to describe the demographic and geographic composition of 

the schools. Average school-level achievement and college readiness for earlier and later 

implementing schools also will be described.

Analysis for RQ2 will compare measures related to college readiness for students eligible for 

FRPL to those not eligible and for students from rural high schools to those from nonrural high 

schools. While this information will only reflect students in the early and later implementing 

schools (and is therefore not generalizable to the state), this information could help district or 

state leaders who may want to target college readiness interventions to particular types of 

students. Descriptive statistics will be presented comparing student subgroups on their academic 

achievement, college actions, and college enrollment.
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—21

To assess the fidelity of implementation (RQ3), Ed’s contractor will systematically examine the 

components that the College Readiness Consortium considers essential for Ramp-Up to work 

(i.e., structural supports, professional development, curriculum delivery, curriculum content, and 

postsecondary planning tools). Multiple indicators of each implementation component are 

embedded in the February and May focus group protocols, student and staff surveys, extant 

documents and data, and instructional logs. Rubrics will be created to indicate which indicators 

relate to each component and what constitutes full, partial, or insufficient alignment with the 

Ramp-Up program. For RQ3a, an implementation index will be calculated in two steps. First, for 

every school, a component score will be calculated for each component of implementation. To 

calculate a component score, a school-level score for each indicator will be created, and the 

school-level scores for each indicator will be averaged within a component. To illustrate 

variation in implementation across the five components, the report will present the range, 

average, and standard deviation of the component scores across schools. Second, the school-level 

component scores will be averaged to create the fidelity index. The program developers will 

work with the evaluators to establish a cut-point on the fidelity index that signifies “adequate” 

for improving the college readiness of students. This cut-point will be established prior to the 

collection of data. The report will indicate the distribution of the fidelity index across earlyimplementing schools.

Analysis for RQ3b will examine the extent to which students receive the program. Using 

information from the instructional logs and May focus groups, REL Midwest will determine for 

each school the participation rate, frequency, duration, and students’ overall exposure to the 

Ramp-Up advisories and workshops. These factors will be calculated by grade (for Grades 10 

through 12) and by school. Measures for participation, frequency, and duration will be based on 

the average teacher response to questions on the instructional logs and on responses from the 

May focus groups. The calculation of gradewide student exposure to Ramp-Up will be the 

product of the participation, frequency, and duration factors. The sum of the exposure estimates 

for students in Grades 10–12 will represent the schoolwide exposure estimate. The findings 

presented in the report will summarize the gradewide and schoolwide participation rate, 

frequency, duration, and student exposure across implementing schools. The summary will 

include the average and standard deviation of each of these measures. 

Information collected in the student survey, focus groups, and extant documents and data will be 

used to understand the strength of Ramp-Up (RQ4) by comparing college-readiness supports in 

the early and later implementing Ramp-Up schools. A main purpose of the February focus group 

is to gather information that will allow the study team to inventory the college-readiness supports 

offered in each school. The February focus group asks school staff about the college-related 

programs, services, activities, and resources in their schools. Based on this information, 

researchers will create a list of college-readiness supports in each school. Then, the May focus 

group moderator will use this list to ask structured questions about the content of the support 

(i.e., to which Ramp-Up dimension it relates), which grade-level it targets (i.e., Grade 10 

students), the participation in or availability of the support (e.g., who is eligible to participate in 

an activity), its frequency (i.e., the number of times the support is provided during the year), and 

its duration (i.e., how long it lasts). Based on the completed inventories, the following statistics 

will be calculated: the percentages of supports that include a primary focus on academic, 

admissions, career, financial, and personal and social readiness; and the total exposure of Grades 

10, 11, and 12 students to college-readiness supports. Total exposure will be the sum of exposure 
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—22

for each support, where exposure for each support is the product of the participation rate, the 

frequency, and the duration. Additional information collected in the February and May focus 

groups, extant documents and data, and the student surveys will be used to form component 

scores indicating the extent to which college-related practices or resources are similar to the 

practices or resources available in a school implementing Ramp-Up with adherence. The process 

for calculating component scores will be the same as in the analysis for RQ3.

To address RQ5, researchers will use Rasch modeling to form reliable measures of staff’s 

perceptions of the program’s curriculum, tools, and professional development based on survey

responses. Quantitative results will be presented in tables that show the distribution of responses 

(no other statistical analyses are planned for this research question). In addition, researchers will 

systematically code staff descriptions of program strengths and weaknesses of Ramp-Up and the 

factors that challenge or facilitate successful implementation. Frequency tables will indicate the 

frequency with which survey respondents describe common themes, and quotations will illustrate 

key findings or variations across the sites.

RQ6 will assess the concurrent and predictive validity of two Engage scales, Commitment to 

College and Goal Striving. To test the concurrent validity of the Engage scales, the study team 

will estimate the relationships between the scales and other measures that predict students’ 

college readiness (i.e., Explore scores, Plan scores, ACT/SAT scores, completion of the FAFSA, 

submission of at least one college application). The correlations to be examined will differ by 

grade level. To test the predictive validity of the Engage scales, two nested models (students 

within schools) will be estimated to examine the relationship between college enrollment in the 

fall after senior year and the scores on Commitment to College and Goal Striving for students in 

Grade 12 during 2013–14. The first model will examine any college enrollment, and the second 

model will examine enrollment in a four-year college. Both dependent variables will be 

transformed into the odds of enrolling (or enrolling in a four-year college) using a logit link 

function. At Level 1, the models will include demographic characteristics (i.e., a dummy variable 

for each race or ethnicity category, gender, free or reduced-price lunch status, IEP status, and 

ELL status), measures of prior academic achievement (i.e., MCA scores, EXPLORE or PLAN 

score, and GPA), and the two personal-readiness scale scores (i.e., scores on Commitment to 

College and Goal Striving). At Level 2, the models will include the high school’s college 

enrollment rate from 2013–14. If there is high correlation between the Engage scores, separate 

models will be estimated for each scale score to see whether they individually relate to college 

enrollment. The concurrent validity of the Engage scales will be judged based on the correlations 

between the scales and predictors of college readiness. The predictive validity of the scales will 

be judged based on the statistical significance of the variables in models predicting college 

enrollment. A demonstration of concurrent and predictive validity would support the use of 

Commitment to College and Goal Striving as outcomes in a future impact study. 

No responses or data will be reported for individual staff members, students, or schools. 

Reported data will contain no fewer than four cases per reported table cell to protect 

confidentiality and mask individually identifiable data.

The project schedule is presented in Table 4.
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—23

Table 4. Schedule of Activities

Activity Expected Date

Draft Office of Management and Budget (OMB) package September 2013

Documentation of institutional review board approval October 2013

Submit 60 day FRN October 2013

Submit 30 day FRN December 2013

Final proposal approved by ED October 2013

Expected OMB clearance data February 2014

Collect extant administrative school and student data from schools and 

districts

February 2014; Spring 

2014

Collect extant administrative school and student data from MDE and 

MOHE

February 2014; Spring 

2014

Conduct February focus groups with Ramp-Up and later-implementing 

schools February 2014

Collect extant documents from Ramp-Up and later-implementing schools February 2014; Spring 

2014

Collect extant documents from the program developers February 2014; Spring 

2014

Administer instructional logs to Ramp-Up teachers after each of five 

workshops

February 2014 –Spring 

2014

Conduct Spring focus groups in Ramp-Up and later-implementing schools Spring 2014

Administer survey to Ramp-Up school staff Spring 2014

Administer student personal readiness assessment in Ramp-Up and laterimplementing schools Spring 2014

Administer student survey Spring 2014

Collect administrative data from SLEDS Spring 2014– Fall 2014

Conduct data analysis Spring 2014– Spring 2015

Submit first report draft Spring 2015

Note. Abbreviations are MDE, Minnesota Department of Education; MOHE, Minnesota Office of Higher Education; 

SLEDS, State Longitudinal Educational Data Systems. 

17. Approval Not to Display the Expiration Date for OMB Approval

Approval not to display the expiration date for OMB approval is not requested.

18. Exception to the Certification Statement

No exceptions to the certification statement are being sought.
REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—24

References

ACT. (2013). ACT Engage: Research. Iowa City, IA: Author. Retrieved from 

http://www.act.org/engage/10-12_research.html

Berkner, L., & Chavez, L. (1997). Access to postsecondary education for the 1992 high school 

graduates (NCES 98-105). Washington, DC: U.S. Department of Education, National 

Center for Education Statistics. Retrieved from http://0-

nces.ed.gov.opac.acc.msmc.edu/pubs98/98105.pdf

Bureau of Labor Statistics (2013). May 2012 state occupational employment and wage estimates: 

Minnesota. Washington, DC: Author. Retrieved 

http://www.bls.gov/oes/current/oes_mn.htm#00-0000

Council of Chief State School Officers. (2010). ESEA reauthorization principles and 

recommendations. Washington, DC: Author. Retrieved from

http://www.ccsso.org/Documents/2009/ESEA_Task_Force_Policy_Statement_2010.pdf

Tierney, W. G., Bailey, T., Constantine, J., Finkelstein, N., & Hurd, N. F. (2009). Helping 

students navigate the path to college: What high schools can do (NCEE #2009-4066). 

Washington, DC: U.S. Department of Education, Institute of Education Sciences, 

National Center for Education Evaluation and Regional Assistance. Retrieved from 

http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=11

U.S. Department of Education. (2010). A blueprint for reform: The reauthorization of the 

Elementary and Secondary Education Act. Washington, DC: Author. Retrieved from

http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf
1120 East Diehl Road, Suite 200 | Naperville, IL 60563-1486 | P: 866.730.6735 F: 630.649.6700

www.relmidwest.org

OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—25

Attachment A-1. Extant Data Request

February xx, 2014

Dear [SCHOOL/DISTRICT STAFF MEMBER]:

Regional Educational Laboratory (REL) Midwest at American Institutes for Research (AIR) is 

the evaluator of the Ramp-Up to Readiness program at [SCHOOL]. REL Midwest is one of 10 

regional educational laboratories funded by the Institute of Education Sciences at the U.S. 

Department of Education and tasked with providing technical assistance and research support to 

topic-focused groups of education-related stakeholders with the ultimate aim of learning what 

works for improving student academic outcomes 

In [MONTH/YEAR], our research team received approval from [SCHOOL/DISTRICT] to 

conduct this study. REL Midwest is beginning the data collection process. As a first step, we are 

sharing with you a list of student- and school-level data that we will need to collect for the study. 

The data that you share with our project team, in combination with data from the Minnesota 

Department of Education, will allow us to understand schools’ experience with implementing 

Ramp-Up.

A data request for this project is on the second page of this letter. It provides a general 

description of the data elements needed for this part of the project. You will see that the data 

request is organized according to these levels of data (i.e., student data and school data). We are 

requesting student-level data only for students enrolled in 10th, 11th, or 12th grade in fall 2013.

We have found that an initial phone discussion about the data elements being requested can help 

prevent misunderstandings about data availability and quality. That said, we would like to find a 

30-minute window of time next week, [DATES], when we can discuss the data request. Please 

let me know of your availability (or the availability of someone else who is familiar with the 

data), and we will arrange a phone conference.

We appreciate your support for this study. Please let me know when you are available next week. 

In the meantime, if there are other questions you have, feel free to contact me at the phone 

number below my name.

Best regards,

Jim Lindsay, Ph.D.

Principal Investigator, REL Midwest

630-649-6591
20 East Diehl Road, Suite 200 | Naperville, IL 60563-1486 | P: 866.730.6735 F: 630.649.6700

www.relmidwest.org

OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—26

REL Midwest Study of Ramp-Up to Readiness: Administrative Data Request

Student-Level Variables

Grade Level of Student

in Fall 2013–14

Student-Level Variables 10th 11th 12th 

Student MARSS ID in fall 2013–14   

Grade level in fall 2013–14   

Student leave code (e.g., to indicate transfer, dropout)   

Cumulative unweighted and weighted GPA in spring 2013   

EXPLORE score and date of administration   

PLAN score and date of administration  

Indicator of whether student took the ACT or SAT in 2012–13  

ACT composite scores with dates of administration  

SAT critical reading and mathematics scores with dates of administration  

Number of E-level courses enrolled in 2012–13 and fall 2013–14   

Number of D-level courses enrolled in 2012–13 and fall 2013–14   

Number of A-level courses enrolled in 2012–13 and fall 2013–14   

Number of C-level courses enrolled in 2012–13 and fall 2013–14   

Number of transcripts requested in fall 2013–14 

School-Level Variables 

School ID 

Number of 10th, 11th, and 12th graders (separately) in 2012–13

Percentages of 10th, 11th, and 12th graders (separately) who took an E-level course in 2012–13

Percentages of 10th, 11th, and 12th graders (separately) who took a D-level course in 2012–13

Percentages of 10th, 11th, and 12th graders (separately) who took an A-level course in 2012–13

Percentages of 10th, 11th, and 12th graders (separately) who took a C-level course in 2012–13

School average PLAN composite score in 2012–13

Percentages of 11th and 12th graders (separately) who took the ACT during 2012–13

Percentages of 11th and 12th graders (separately) who took the SAT during 2012–13
OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—27

School average ACT composite score in 2012–13

School average SAT critical reading and mathematics scores in 2012–13

Percentage of 12th graders who submitted a college application in 2012–13
OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—28

Attachment A-2. Student Survey Questionnaire

Purpose. We want to learn about your experiences at school with planning and preparing for life 

after high school. The questions on this survey ask about preparing for college and a career. The 

information you provide will help schools provide better information and assistance to students 

so that they can prepare for the future. This study is being conducted through the Regional 

Educational Laboratory (REL) Midwest.

Your answers will be kept confidential. All data collected will be kept confidential. We will 

not provide information that identifies you or your school to anyone outside the study team, 

except as required by law. Your answers will be combined with the answers of other students to 

describe what students think about the ways schools prepare them for life after high school. 

Risks. There are no known risks related to participating in this survey. 

Your answers are voluntary. You have the right to stop participating in this survey at any time 

without consequences. We hope you will answer all the questions, but if there is a question you 

do not wish to answer, simply skip it. Also, there are no right or wrong answers to these 

questions—we really just want to learn about your experiences at your school.

Procedure. This survey will take about 10 to 15 minutes.

Contact Information. If you have questions or concerns about this study, please contact Jim 

Lindsay at jlindsay@air.org or 630-649-6591. If you have concerns or questions about your 

rights as a participant, contact the chair of AIR’s Institutional Review Board (which is 

responsible for the protection of study participants) using the following contact information:

E-Mail: IRBChair@air.org

Phone: 1-800-634-0797 (toll free)

Mail: IRB Chair

c/o AIR

1000 Thomas Jefferson Street NW

Washington, DC 20007

If you want to take the survey, please continue. If you prefer not to participate, please check 

the “do not” box below and inform your survey administrator. Thank you for your help!

 I want to continue with the survey  I do not want to complete the survey

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid 

OMB control number. The valid OMB control number for this information collection is XXXX.XXXX, OMB expiration date is XXXX, XX, 

2014. The time required to complete this information collection is estimated to average 60 minutes per respondent, including the time to review 

instructions, gather the data needed, and complete and review the information collected. If you have any comments concerning the accuracy of the 

time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, DC 20202. If you have 

comments or concerns regarding the status of your individual submission of this form, write directly to: U.S. Department of Education, Institute of 

Education Sciences, 555 New Jersey Avenue, NW, Washington, DC 20208. 
OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—29

Background Information

1. What grade are you currently in?

• 9th

• 10th

• 11th

• 12th

Postsecondary Plans

The following set of questions asks about your plans after high school. When this survey says 

“college,” it means any kind of college, including two-year colleges, four-year colleges, 

universities, community colleges, and career or technical colleges (such as a culinary school or a

cosmetology school)..

2. At this time, what is your plan for next year? (Check all that apply)

• Attend a four-year college or university 

• Attend a community college

• Attend a career or technical college

• Get a job

• Enter the military

• Take a year off

• Other

• I don’t know.

3. So far this school year, how often have you talked to a counselor, teacher, or other adult 

at school about planning for college?

• Never

• One or two times

• More than two times but less than once a week

• Once a week

• More than once a week

4. This school year, have you developed a written plan for achieving your educational or 

career goals after high school?

• Yes 

• No

• I’m not sure.
OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—30

5. Is your plan stored electronically (for example, in the Minnesota Career Information 

System [MCIS] or Naviance)?

• Yes

• No

• I’m not sure.

• I have not developed a written postsecondary plan with a counselor, teacher, or other 

adult at my school.

6. At the last registration time, did school staff help you in choosing classes that you need 

to reach your goals for after high school?*

• Yes

• No

7. So far this school year, how many times have you discussed your progress towards 

attaining the goals on your plan with a counselor, teacher, or other adult in your school?

• Never

• Once

• Twice

• Three times

• More than three times

• I’m not sure.

• I have not developed a written postsecondary plan with a counselor, teacher, or other 

adult at my school.

To what extent do you disagree or agree with the following statements?

8. At my school, all students are expected to go to some type of college.* 

• Strongly disagree 

• Disagree

• Agree

• Strongly agree 
OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—31

9. I know the skills that I need to work on if I am going to graduate from high school ready

for success in college.* 9

• Strongly disagree 

• Disagree

• Agree

• Strongly agree 

• I don’t plan to attend college.

Students’ Academic Readiness

The following set of questions asks about your academic preparation for college. 

10. This school year, has an adult at your school encouraged you to take an honors course 

or a course for college credit, such as an Advanced Placement (AP), International 

Baccalaureate (IB), Postsecondary Enrollment Options (PSEO), or College in the 

Schools course?*

• Yes

• No

11. So far this school year, how often has an adult at your high school discussed with you 

your likelihood to succeed academically in college-level classes?**

• Never

• Once

• Twice

• Three to five times

• More than five times

Students’ Admissions Readiness

The following set of questions asks about developing college plans. 

To what extent do you disagree or agree with the following statement?

12. I know which type of college (for example a four-year college, a community college, a 

career or technical college) would help me reach my goals after high school.

• Strongly disagree 

 

9 An * indicates that this question is based on a question included on a survey from the Center for Applied Research 

and Educational Improvement (CAREI) at the University of Minnesota. ** indicates that this question is based on a 

question included on the Consortium on Chicago School Research 2009 12th-grade student survey 

(http://ccsr.uchicago.edu/downloads/23532009_my_voice_senior_student_codebook.pdf). Some questions have 

been reworded slightly to accommodate this study. 
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REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—32

• Disagree

• Agree

• Strongly agree 

• I don’t plan to attend college.

13. This school year, how often has an adult at your high school discussed with you the 

steps that you need to take to apply to the type of college that you want to attend?*

• Never

• One or two times

• Three to five times

• More than five times

• I don’t plan to attend college.

14. This school year, how often has an adult at your high school discussed with you your 

likelihood of being accepted at different types of colleges?**

• Never

• One or two times

• Three to five times

• More than five times

• I don’t plan to attend college.

Students’ Career Readiness

The following set of questions asks about developing career plans. 

To what extent do you disagree or agree with the following statements?

15. I know the kinds of careers that would best fit my strengths and skills.*

• Strongly disagree 

• Disagree

• Agree

• Strongly agree 

16. I know the level of education required for the career I am most interested in.*

• Strongly disagree 

• Disagree

• Agree

• Strongly agree 
OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—33

17. This school year, how helpful has your high school been to you in assessing your career 

interests and abilities? **

• Not at all helpful

• Somewhat helpful

• Helpful

• Very helpful

18. How helpful has your high school been to you in developing a career plan? **

• Not at all helpful

• Somewhat helpful

• Helpful

• Very helpful

• I do not have a career plan.

Students’ Financial Readiness

The following set of questions asks about paying for college. 

19. This school year, how often has an adult at your school talked to you about how to pay

for tuition or other college expenses?**

• Never

• Once

• Twice

• Three to five times

• More than five times

20. Do you have a plan for paying for college?*

• Yes

• No

• I don’t plan to attend college.

Students’ College Actions

The following set of questions asks about some college-related actions you may have taken or 

plan to take. 

21. Have you ever taken the ACT or SAT test?

• Yes

• No, but I plan to take the ACT or SAT.
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REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—34

• No, I do not plan to take the ACT or SAT.

22. Have you submitted the Free Application for Federal Student Aid (FAFSA) so far this 

school year? 

• Yes

• No, but I plan to submit the FAFSA by the end of the summer.

• No, I do not plan to submit the FAFSA.

• I don’t know.

23. So far this school year, how much have your teachers, counselors, or other school staff 

helped you fill out the FAFSA? **

• Not at all

• A little

• Some

• A lot

24. How many college applications, if any, have you submitted so far this school year?

• None

• One

• Two or three

• Four or five

• More than five

25. So far this school year, how much have your teachers, counselors, or other school staff 

helped you with a college application essay or personal statement?**

• Not at all

• A little

• Some

• A lot

• I do not plan to graduate from high school this school year.

26. So far this school year, how much have your teachers, counselors, or other school staff 

helped you find scholarships to apply for? **

• Not at all

• A little

• Some

• A lot
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REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—35

• I do not plan to graduate from high school this school year.

Wrap-Up

These last questions ask for some general information.

27. This school year, who has helped you most to prepare for college? (Check only one). 

• Counselors

• Teachers

• Dean 

• Other adults in my school

• Parents/guardians

• Other family members

• Other adults aside from my school or family

• Friends

• No one

28. Do you have at least one parent or guardian who has completed a college degree? *

• Yes

• No

• I’m not sure.

Thank you for participating in this survey!
OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—36

Attachment A-3. Consent Documents

Parent Information Letter and Opt Out Form

[high school letterhead]

February XX, 2014

Dear Parent or Guardian:

[Insert high school] is committed to helping our students graduate college and career ready. As 

part of our commitment, we are working with the Regional Educational Laboratory (REL)

Midwest to study a schoolwide guidance program called Ramp-Up to Readiness (“Ramp-Up”). 

Scholars at the College Readiness Consortium at the University of Minnesota developed RampUp based on existing research.

The purpose of this letter is to let you know that we plan to release some information about the 

students in [high school] to REL Midwest and that your son or daughter may be asked to 

complete a survey and college-readiness assessment. The information provided to REL 

Midwest will not include student names or any other personally identifiable information 

about you or your child. In other words, the data will be anonymous to the researchers. 

Parents and students should understand the following:

 This anonymous information will help the research team better understand the challenges 

that schools have in carrying out Ramp-Up and the experiences students have when 

participating in Ramp-Up activities. 

 The anonymous information will include students’ grades, test scores, course 

enrollments, college enrollment activities, and the student identification number used by

the Minnesota Department of Education. The researchers will be able to use your son or 

daughter’s identification number to obtain other information from state databases, such as 

test scores, but they will be unable to link that number with your child’s identity. 

 As part of the study, your son or daughter may be asked to do the following:

1. Take a survey this spring that asks about his or her experiences at school with 

planning and preparing for life after high school.

2. Take an online college-readiness assessment (ACT’s Engage assessment) in the 

spring. This assessment will measure students’ motivation and skills, social 

engagement, or self-regulation.

No student has to answer questions on the survey or assessment that he or she does not 

want to answer.

 All information about your child will be anonymous. The information collected will only

be used for this research project, and the researchers will average the data for all students 

and all participating schools. They will report these averages in government reports and 
OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—37

research articles, but readers will be unable link those findings with individual students, 

teachers, or schools.

 Risks: This study presents minimal risk to your child. That is, students do not experience 

any risks beyond what they experience every day at school. 

 Benefits: Study participation helps build knowledge about how to better support students

to be college or career ready.

Participation in the study is voluntary. Students do not have to participate if they do not want to, 

and they will experience no repercussions at school if they decide not to participate. Our school’s 

participation in this research study helps educators learn more about how schools can help 

students become college and career ready.

If you do not wish us to release anonymous information for your child or have your child 

complete the surveys and assessments, please fill in the form below and have your son or 

daughter return this letter to [return location] by [deadline]. 

If you have questions about this research project or about your child’s rights as a participant, 

please contact Jim Lindsay of REL Midwest at 630-649-6591.

Sincerely,

[insert district signatory

By signing this form, you are indicating that you do not wish your child to participate in the 

study or for us to share your child’s information with the REL Midwest research team.

I do NOT want my child, __________________________________________,

Full Student Name

(Student ID # _____________________) to participate in the Ramp-Up evaluation being 

conducted by REL Midwest.

Your name: ______________________________________________________

Your signature: ___________________________________________________
20 East Diehl Road, Suite 200 | Naperville, IL 60563-1486 | P: 866.730.6735 F: 630.649.6700

www.relmidwest.org

OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—38

Staff Consent Form

Purpose

Our school has partnered with the Regional Educational Laboratory (REL) Midwest to study the 

implementation of a schoolwide guidance program called Ramp-Up to Readiness (“Ramp-Up”) 

developed by the College Readiness Consortium at the University of Minnesota. REL Midwest, 

operated by American Institutes for Research, is sponsored by the Institute of Education Sciences 

(IES) at the U.S. Department of Education. The evaluation will examine how school staff 

implement Ramp-Up and how the intervention compares with college-readiness supports in other 

high schools. The study has been submitted to IES for research approval. An application also 

will be submitted to the Office of Management and Budget for review.

REL Midwest invites you and other school staff to participate in the study, which will begin this 

spring. The study involves the following data collection activities, which you may be asked to 

participate in:

 Two focus groups, one in February and one in May

 Short instructional logs following each of five Ramp-Up college workshops

 An online survey in the spring 2014

Voluntary Participation

Participation in the data collection activities is voluntary. You also can withdraw from the study 

at any time. Individuals who decline to participate or later withdraw from the study will face no 

personal or professional repercussions.

Risks 

There are few anticipated or known risks in participating in this study. Data collected and 

maintained by, or under the auspices of, IES under a pledge of confidentiality shall be treated in 

a manner that will ensure that individually identifiable data will be used only for statistical 

purposes and will be accessible only to authorized persons.

Benefits

Your participation in the evaluation will contribute to an understanding of a schoolwide college 

readiness program that seeks to improve the college readiness outcomes of all students. You will 

also receive a $25 gift card from Amazon.com for participating in the data collection activities.
OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—39

Confidentiality

Responses to this data collection will be used only for statistical purposes. The reports prepared 

for this study will summarize findings across the sample and will not associate responses with 

any specific individual. The researchers will not provide information that identifies you or your 

school to anyone outside the study team, except as required by law.

More Information

If you would like more information about this study, you may contact Jim Lindsay of REL

Midwest at 630-649-6591.

Informed Consent

By signing this form, you are indicating that you have read and understood the information 

provided to you about your participation.

Yes, I want to participate in this study.

Yes, I give permission to be audiorecorded during a focus group.

No, I do not wish to participate in this study.

Print Name: _______________________________________________________________

Signature: ________________________________________________

Date: __________________

School Name: __________________________________________________________

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid 

OMB control number. The valid OMB control number for this information collection is XXXX.XXXX, OMB expiration date is XXXX, XX, 

2014. The time required to complete this information collection is estimated to average 15 minutes per respondent, including the time to review

instructions, gather the data needed, and complete and review the information collected. If you have any comments concerning the accuracy of the 

time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, DC 20202. If you have 

comments or concerns regarding the status of your individual submission of this form, write directly to: U.S. Department of Education, Institute of 

Education Sciences, 555 New Jersey Avenue, NW, Washington, DC 20208. 
OMB Control Number XXXX-XXXX (Exp XX/XX)

REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—40

Attachment A-4. February Focus Group Protocol

Introduction and Welcome (5 min.)

Hello, my name is [fill in name]. Thank you for coming today.

I am from the Midwest Regional Educational Laboratory and helping me today is [fill in 

name of assistant]. REL Midwest is conducting this focus group as part of our study of the 

Ramp-Up to Readiness intervention, a study in which your school is participating. Today, we 

want to better understand the programs, services, activities, and resources that [fill in name of 

high school] provides to students to prepare them for college. Although students may pursue a 

variety of pathways after high school, the questions for today focus on the types of supports that 

high schools offer to help students pursue college; by “college,” we mean a two-year college, 

four-year college or university, community college, or career technical college. This information 

will become part of a study report describing the college-readiness supports provided by high 

schools. 

To begin, I have to go over some logistics with you. We’ve estimated that this focus group will 

take 90 minutes. During these 90 minutes, we will discuss a number of topics related to 

preparing students for college. Please respond to the questions based on the experiences you 

have had here at [fill in name of high school]. We will have a 10-minute break at [XXXX time, 

50-minute mark].

My role will be to ask questions and moderate the discussion. [Fill in name of assistant] will be 

taking notes.

Consent

As stated in the study consent form that you have previously signed, all data being collected will 

be kept confidential by REL Midwest and American Institutes for Research. You have the right 

to discontinue your participation in this data collection process at any time without 

consequences.

Confidentiality

Let me just highlight one issue that is discussed in the consent form. It is impossible to write 

down everything that you say today, so we will be recording the focus group conversation so that 

we can go back and listen to the discussion to make sure we did not miss anything. Anything that 

is discussed will remain confidential. The audiorecordings will be transcribed and then erased. 

We will not identify any focus group participants in the transcriptions.

Are there any questions before we begin?

Introductions

Before beginning with the questions and turning on the audiorecorder, let’s go around the room 

and introduce ourselves. Please say your name and your role here at [fill in name of high 

school].

Now, let’s begin with the questions. I’ll turn on the audiorecorder and start asking questions.
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REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—41

Background Information

Today, we’d like to hear about any programs, services, activities, and resources that [fill in name 

of high school] offers to help students prepare for college. 

Questions About College-Access or College-Readiness Programs (5 minutes)

1. What formal college-access or -readiness programs, if any, does [fill in name of high 

school] offer to students to help them prepare for college? By formal programs, I mean 

programs developed by local, regional, or national organizations that are often (but not 

always) targeted at a select group of students. These could include programs such as 

Upward Bound, College Possible, or AVID.

[Probe for each program identified:

a. What kinds of students are eligible to participate (i.e., grade-level, level of academic 

achievement, demographic characteristics)?

b. How many students who are eligible to participate actually do participate (i.e., all, 

most, half, some, hardly any)?]

2. Are there any college-access or -readiness programs offered to everyone in the school?

Questions About College-Access Services, Activities, and Resources

Now, let’s talk about any school services, activities, and resources offered outside of the 

programs that we just discussed to help prepare students for college.

A. Questions About Academic Readiness (15 minutes)

First, let’s talk about any services, activities, and resources that [fill in name of high school]

offers to help students prepare to succeed in first-year, nonremedial, college classes.

3. Do students have the opportunity to take college-level courses?

[Probe:

a. Dual-credit, AP, IB, or College in the Schools classes? 

b. What kinds of students are eligible to participate (i.e., which grade levels, those with 

a specific level of academic achievement)?]

4. Do students have the opportunity to take honors courses?

[Probe:

a. In what subjects are honors courses offered?

Notes to focus group moderator: The purposes of this focus group are to (1) understand 

what college-readiness supports are available in the high school; and (2) understand the 

frequency, intensity, and accessibility of the identified college-readiness supports.
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REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—42

b. What kinds of students are eligible to participate (i.e., which grade levels, those with 

a specific level of academic achievement)?]

5. How are students encouraged to take college-level or honors courses? 

6. Does [fill in name of high school] provide feedback to students about whether they are 

on track academically for college?

[Probe if yes:

a. Who receives feedback (e.g., all seniors, freshmen who have failed a class)?

b. In what format do students receive feedback (e.g., discussions with a teacher or 

counselor, written information sent home)?

c. How often do students receive feedback (e.g., annually in a meeting with a counselor, 

after key milestones such as taking the PLAN)?]

7. Does [fill in name of high school] offer workshops or classes for students to develop 

study or note-taking skills?

[Probe if yes:

a. When do these workshops or classes take place (month, time of the day, multiple 

times over the school year)?

b. Who is invited (e.g., juniors, seniors, parents)?

c. How many of the invitees actually attend (i.e., all, most, half, some, hardly any)?]

[Probe if no: Do teachers discuss study or note-taking skills in their classes?]

8. How many students who graduate from [fill in name of high school] are prepared 

academically to succeed in nonremedial college classes (i.e., all, most, half, some, 

hardly any)?

[Probe:

a. For students who are prepared, what do you attribute students’ preparedness to?

b. Which students are not prepared?]

B. Questions About Admissions Readiness (15 minutes)

Next, let’s talk about the kinds of services, activities, or resources that [fill in name of high 

school] offers to help students identify and complete the admissions requirements for a college 

that matches their goals, interests, and abilities.

9. How do students at [fill in name of high school] learn about the variety of colleges that 

exist, differences in their admissions requirements, and differences in their application 

processes?
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[Probe:

a. College fairs (e.g., at the school or school-organized field trips to fairs outside of the 

school)? Who participates (e.g., sophomores, juniors)? How many students 

participate (i.e., all, most, half, some, hardly any)?

b. College representatives visiting the high school? Who participates (e.g., sophomores, 

juniors, high-achieving students)? How many students participate (i.e., all, most, half, 

some, hardly any)?

c. Student visits to college campuses (clarify if those are sponsored by the school)? If 

visits are school sponsored, who participates (e.g., sophomores, juniors, highachieving students, low-SES students)? How many students participate (i.e., all, most, 

half, some, hardly any)?]

10. Do students at [fill in name of high school] complete an individualized postsecondary 

plan that specifies the coursework and activities necessary to meet admissions 

requirements at a college matching their goals, interests, and abilities?

[Probe if yes:

a. When do students first create the plan (e.g., freshman year)?

b. How often is it updated (e.g., annually)?

c. Who is involved in creating the plan (e.g., counselor, teachers, parents)?

d. How many students have such a plan (i.e., all, most, half, some, hardly any)?]

11. What kinds of help, if any, does [fill in name of high school] provide students for 

finding a college that matches their goals, interests, and abilities?

[Probe: Individual meetings with a counselor, general information presented in a large 

group, workshops for selecting colleges to consider?]

12. Do students receive any school help with completing steps in the application process, 

such as taking college admissions exams, writing college essays, or completing college 

applications?

[Probe:

a. Do seniors receive assistance with college applications individually or in small 

groups? How many seniors take advantage of such assistance (i.e., all, most, half, 

some, hardly any)? Are students required to complete a certain number of college 

applications?

b. Does someone (e.g., a counselor or teacher) review college applications? What is 

reviewed (e.g., college essays, checked for completion)? How many seniors take 

advantage of such assistance (i.e., all, most, half, some, hardly any)?

c. Are students required to write a college essay (e.g., in their English class)?
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d. Does [fill in name of high school] offer classes or workshops to prepare students 

for college entrance exams such as the ACT? Who is eligible to attend? How many 

eligible students attend (i.e., all, most, half, some, hardly any)?]

13. Does [fill in name of high school] take any steps to monitor students’ completion of 

key enrollment steps, such as taking college admissions exams or completing college 

applications?

[If yes, probe:

a. Which enrollment steps are monitored?

b. Does the school contact students if they have not completed key enrollment steps, 

such as completing a college application, by the end of senior year?]

14. Do students at [fill in name of high school] use college software, such as Naviance or 

the Minnesota Career Information System (MCIS), to organize their college planning 

and application process?

[If yes, probe:

a. When do students learn about this software (e.g., freshman year, junior year)?

b. How many students actively (more than just having a login) use the software (i.e., all, 

most, half, some, hardly any)?]

15. To what extent do students here at [fill in name of high school] who are planning to 

attend college take the necessary steps to enroll?

C. Questions About Career Readiness (5 minutes)

Now, let’s talk about the kinds of services, activities, or resources that [fill in name of high 

school] offers to help students understand what types of jobs might be a good match for their 

interests and abilities.

16. Do students at [fill in name of high school] receive any information about careers, 

such as their educational and skill requirements and earnings payoffs?

[If yes, probe:

How do they receive this information (e.g., written materials provided, website 

recommendations provided, in workshops or an advisory)?]

17. Does [fill in name of high school] offer any kinds of career exploration activities (e.g., 

job shadowing, help in finding internships, speakers who discuss careers, help writing 

a resume, career interest inventory, ACT’s World-of-Work map)?

[Probe for each key activity named, where key reflects the emphasis placed on it by 

focus group members:

a. If unclear, clarify the format of the activity (e.g., one-on-one assistance, hands-on 

workshop, informational session, written information)?
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b. When does this activity occur (month, time of the day, multiple times over the school 

year)?

c. Who is invited to participate (e.g., juniors, seniors, parents)?

d. How many of the invitees participate (i.e., all, most, half, some, hardly any)?]

18. To what extent do students here at [fill in name of high school] understand the 

requirements of different careers and which will match their personal goals and 

abilities?

D. Questions About Financial Readiness (10 minutes)

Now, let’s talk about the kinds of services, activities, or resources that [fill in name of high 

school] offers to help students prepare to pay for college.

19. Does [fill in name of high school] offer a “financial aid night” or similar information 

session to students and families?

[If yes, probe:

a. When is that offered (month, time of the day, multiple times over the school year)?

b. Who is invited (e.g., juniors, seniors)?

c. How many of the invited students and families attend (i.e., all, most, half, some, 

hardly any)?

d. What are the main topics covered?]

20. Do counselors or other school staff ever meet individually with students and/or their 

families to discuss different strategies for paying for college (e.g., savings, loans, 

scholarships, financial aid)?

[If yes, probe:

a. Who meets with students (e.g., counselor, school staff, volunteer parent or local 

college student, peer counselor, representatives from an educational agency)?

b. When do these meetings take place (month, time of the day, multiple times over the 

school year, in the summer after high school graduation)?

c. How many seniors and/or their families meet individually with a counselor (or other 

knowledgeable individual) to talk about paying for college?

d. Do counselors help seniors and/or their families to obtain a FAFSA PIN or complete 

the FAFSA form?]
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REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—46

21. Does [fill in name of high school] offer any workshops or classes related to paying for 

college, such as workshops about completing the FAFSA application, searching for 

scholarships, or completing scholarship applications?

[Probe for each workshop:

a. What topics are covered?

b. When do these meetings take place (month, time of the day, multiple times over the 

school year, in the summer after high school graduation)?

c. Who is invited (e.g., juniors, seniors, parents)?

d. How many of the invited students and/or parents attend (i.e., all, most, half, some, 

hardly any)?

22. Are there other resources that [fill in name of high school] offers students for figuring 

out how to pay for college (e.g., a list of recommended websites to search for 

scholarship information)?

23. Does [fill in name of high school] take any steps to monitor students’ completion of 

the FAFSA or scholarship applications?

[Probe if yes: Does the school contact students if they have not completed the FAFSA or 

scholarship applications by the end of senior year?]

E. Questions About Personal/Social Readiness (5 minutes)

Next, let’s discuss the kinds of services, activities, or resources that [fill in name of high school]

offers to help students set educational goals, make progress towards those goals, and create 

relationships with peers and adults to support achieving those goals.

24. To what extent do students graduating from [fill in name of high school] have the 

personal and social skills necessary for succeeding in college? Such skills could 

include, for example, goal setting, monitoring progress towards goals, persisting in the 

face of obstacles, help-seeking behavior, or time management)?

25. Are there any services, activities, or resources that [fill in name of high school] offers 

to help students develop personal and social skills to succeed at college?

[Probe:

a. What are these services, activities, and resources?

b. What skills do they address?

c. For any key activities described:

i. When do these activities take place (month, time of the day, multiple times over 

the school year, in the summer after high school graduation)?

ii. Who is invited (e.g., juniors, seniors, parents)?

iii.How many invited students participate (i.e., all, most, half, some, hardly any)? 
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F. Questions About College-Going Culture (10 minutes)

Now, let’s talk about the goals and expectations of school staff, parents, and students attending 

this school.

26. To what extent do teachers, counselors, and administrators share a common goal to 

prepare all students for college?*10

27. To what extent are teachers here expected to provide assistance to students in planning 

for college?

28. Do school staff communicate with parents/guardians about their children’s readiness 

for college?

[Probe if yes:

a. What is the format of these communications (e.g., one-way versus two-way 

conversation)?

b. How often does this communication occur?

c. Which families are reached with this communication?]

29. To what extent do students see themselves succeeding at college? 

30. To what extent do students understand what it takes (academically, financially, and 

personally) to succeed in college? 

31. To what extent do students take the appropriate actions to make their postsecondary

plans a reality?

32. Who at [name of high school] is responsible for delivering college-related programs, 

services, activities, and resources to students?

G. Questions About Barriers to Implementing a Schoolwide College Readiness Program 

(10 minutes)

Finally, let’s talk about implementing a schoolwide college readiness program. 

33. What educational initiatives, if any, has [name of high school] been involved in 

implementing this year? 

[Clarify:

a. Is this initiative school-wide? What is the format of these communications (e.g., 

one-way versus two-way conversation)?

b. [If this is an early implementing school] Are staff able to successfully implement 

more than one initiative at a time?

 

10 An * indicates that this question is based on a question included on a survey from the Center for Applied Research 

and Educational Improvement (CAREI) at the University of Minnesota.
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REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—48

c. [If this is a late implementing school] Do you foresee any barriers to implementing 

a schoolwide college-readiness initiative next year?]

Thank you again for participating in today’s focus group!
1120 East Diehl Road, Suite 200 | Naperville, IL 60563-1486 | P: 866.730.6735 F: 630.649.6700

www.relmidwest.org

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REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—49

Attachment A-5. Extant Document Collection Request

Month XX, 20XX

Dear [SCHOOL STAFF MEMBER]:

REL Midwest at American Institutes for Research (AIR) is studying the Ramp-Up to Readiness program 

at [SCHOOL]. In [MONTH/YEAR], our research team received approval from your school to conduct 

this study. As part of our study, we are collecting existing, publicly available documents related to 

college-readiness programs and initiatives in your school. We are interested in the programs, services, 

activities, and resources that [SCHOOL] offers to help students prepare for college.

The types of documents that we would like to receive are the following:

 Calendars of events related to college readiness (e.g., college fairs, visits from college 

representatives, financial aid night for families)

 Agendas from professional development activities related to college readiness

 Written descriptions of college readiness programs offered in your school (e.g., Upward Bound)

 Written descriptions of activities or services related to college offered in your school

 A description of how [SCHOOL] calculates a student’s cumulative GPA

 Master schedule showing the availability of advanced courses (e.g., honors, advanced placement, 

dual-enrollment courses)

In the recently conducted focus groups, we heard about several college-readiness supports that we would 

like to request more information about. They are:

[LIST RELEVANT PROGRAMS, SERVICES, ACTIVITIES, AND RESOURCES]

Please do not create any original documents to fulfill this request. Documents can be e-mailed to me at [email address]. To meet our analysis and reporting deadlines, we will need to receive the complete 

collection of documents no later than [DATE].

We have found that an initial phone discussion about the requested documents can help prevent 

misunderstandings. That said, we would like to find a 30-minute window of time next week, [DATES], 

when we can discuss this document request. Please let me know of your availability (or the availability of 

someone else who is familiar with the data), and we will arrange a phone conference.

We appreciate your support for this study. If you have any questions, feel free to contact me at the phone 

number below.

Best regards,

Jim Lindsay, Ph.D.

Principal Investigator, REL Midwest

630-649-6591
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REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—50

Attachment A-6. Instructional Log for Ramp-Up Workshop

Purpose. We would like your feedback on the workshop you taught today and some information 

about the advisories that you have taught so far this year. Your opinions are useful for improving

the quality of the Ramp-Up program.

Confidentiality. REL Midwest will keep all collected data confidential. Per the policies and 

procedures required by the Education Sciences Reform Act of 2002, Title I, Part E, Section 183, 

responses to this data collection will be used only for statistical purposes. The reports prepared 

for this study will summarize findings across the sample and will not associate responses with a 

specific individual. We will not provide information that identifies you to anyone outside the 

study team, except as required by law. Any willful disclosure of such information for 

nonstatistical purposes, without the informed consent of the respondent, is a class E felony.

Risks. There are no known risks related to participating in this survey. 

Voluntary Participation. You have the right to discontinue your participation in this survey at 

any time without consequences. We hope you will answer all the questions, but if there is a 

question you do not wish to answer, simply skip it. 

Procedure. Completion of each log entry will take no longer than 10 minutes. If you complete 

all five logs, you will receive a $25 gift card for your participation.

Contact Information. If you have questions or concerns about this study, please contact Jim 

Lindsay at jlindsay@air.org or 630-649-6591. If you have concerns or questions about your 

rights as a participant, contact the chair of AIR’s Institutional Review Board (which is 

responsible for the protection of study participants) using the following contact information:

E-Mail: IRBChair@air.org

Phone: 1-800-634-0797 (toll free)

Mail: IRB Chair

c/o AIR

1000 Thomas Jefferson Street NW

Washington, DC 20007

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid 

OMB control number. The valid OMB control number for this information collection is XXXX.XXXX, OMB expiration date is XXXX, XX, 

2014. The time required to complete this information collection is estimated to average 15 minutes per respondent, including the time to review 

instructions, gather the data needed, and complete and review the information collected. If you have any comments concerning the accuracy of the 

time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, DC 20202. If you have 

comments or concerns regarding the status of your individual submission of this form, write directly to: U.S. Department of Education, Institute of 

Education Sciences, 555 New Jersey Avenue, NW, Washington, DC 20208. 
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REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—51

Background Information

1. What is your current position at this school? Check all that apply.

• Teacher

• Counselor

• Dean

• Principal 

• Assistant principal

• Other school staff

2. What is the name of your school? [text box]

Today’s Ramp-Up Workshop

The following questions ask about the Ramp-Up workshop that you taught today.

3. Did you teach or assist in teaching a Ramp-Up workshop today?

• Yes [continue to q4]

• No [skip to q19]

4. What topic(s) did you cover in today’s workshop? [text box]

5. How many students actually attended the workshop? [drop down box]

6. What percentage of your students attended the workshop? [drop down box]

7. In what grades are the students who attended the workshop that you taught today? 

Check all that apply.

• 9th grade

• 10th grade

• 11th grade

• 12th grade

8. How long did today’s workshop last?

• Less than 30 minutes

• 30–45 minutes

• 46–60 minutes

• More than 60 minutes

9. Select the college-readiness pillars that were discussed during today’s workshop? Check 

all that apply.

• Academic Readiness

• Admissions Readiness
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• Career Readiness

• Financial Readiness

• Personal/Social Readiness

10. Did you adapt the instructional materials to suit the needs of your workshop?

• Yes [continue to q11]

• No [skip to q12]

11. Please describe how you adapted the instructional materials to suit the needs of your 

workshop. [text box]

12. What percentage of students who attended today’s workshop was actively engaged in

the workshop’s activities?

• Less than 25%

• 25–50%

• 51–75%

• More than 75%

• I do not know.

13. I had enough time to prepare lesson content prior to teaching today’s workshop.

• Strongly Disagree 

• Disagree

• Agree 

• Strongly Agree 

14. I had enough information about the college selection and enrollment process to teach 

today’s workshop.

• Strongly Disagree

• Disagree 

• Agree

• Strongly Agree

15. I had enough information about the knowledge and skills needed to succeed in college 

to teach today’s workshop.

• Strongly disagree 

• Disagree

• Agree 

• Strongly agree 

16. What worked well in today’s workshop? [text box]

17. What could be improved about today’s workshop? [text box]
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REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—53

18. If you have any additional comments about today’s workshop, please enter them here: 

[text box]

Weekly Ramp-Up Advisories

The following questions ask about the weekly Ramp-Up advisories taught so far this year.

19. Have you taught at least one Ramp-Up advisory this school year?

• Yes [continue to q20]

• No [end survey]

20. Are you assigned to teach a ninth-grade Ramp-Up advisory?

• Yes [continue to q21]

• No [skip to q22]

21. Which lessons have you taught so far this year to ninth graders? Check all that apply.

[insert names of each lesson taught to ninth graders]

22. Are you assigned to teach a 10th-grade Ramp-Up advisory?

• Yes [continue to q23]

• No [skip to q24]

23. Which lessons have you taught so far this year to 10th graders? Check all that apply.

[insert names of each lesson taught to 10th graders]

24. Are you assigned to teach an 11th-grade Ramp-Up advisory?

• Yes [continue to q25]

• No [skip to q26]

25. Which lessons have you taught so far this year to 11th graders? Check all that apply.

[insert names of each lesson taught to 11th graders]

26. Are you assigned to teach a 12th-grade Ramp-Up advisory?

• Yes [continue to q27]

• No [skip to q28]

27. Which lessons have you taught so far this year to 12th graders? Check all that apply.

[insert names of each lesson taught to 12th graders]

28. On average, what percentage of students scheduled to attend your weekly advisory has

attended every session so far?

• Less than 25%

• 25–50%

• 51–75%

• More than 75%

• I do not know.
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29. On average, how long have the weekly advisory sessions you’ve taught so far this year 

lasted?

• Less than 20 minutes

• 20–29 minutes

• 30 minutes

• I do not know.

30. So far this year, how often have you adapted the instructional materials to suit the needs 

of your advisory?

• Never

• Rarely

• Sometimes

• Often

• Always

31. On average, what percentage of students in your advisory actively engages in the 

advisory’s activities?

• Less than 25%

• 25–50%

• 51–75%

• More than 75%

• I do not know.

32. If you have any additional comments about the Ramp-Up advisories, please enter them 

here: [text box]

Thank you for completing this log!
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REL Midwest Supporting Statement A: Implementation Study of the Ramp-Up to Readiness Program—55

Attachment A-7. May Focus Group Protocol

Introduction and Welcome (5 min.)

Hello, my name is [fill in name]. Thank you for coming in today.

I am from the Midwest Regional Educational Laboratory and helping me today is [fill in 

name of assistant]. REL Midwest is conducting this focus group as part of our study of the 

Ramp-Up to Readiness intervention, a study in which your school is participating. Today, we 

want to better understand the programs, services, activities, and resources provided to students in 

[fill in name of high school] to prepare them for college. We also want to understand your 

experiences this year in implementing the Ramp-Up to Readiness program. This information will 

become part of a study report describing the effects of the Ramp-Up to Readiness program.

Please note that when we say “college,” we mean a two-year college, four-year college or 

university, community college, or career or technical college. To begin, I have to go over some 

logistics with you. We’ve estimated that this focus group will take 90 minutes. During these 90 

minutes, I will ask questions about the Ramp-Up program and other college-readiness supports 

offered in your school. We hope that you will feel free to attempt to answer the questions as best 

you can based on the experiences you have had here at [fill in name of high school]. Some of 

these questions will ask you to estimate the percentage of students who participate in a particular 

activity. Please just do your best to provide an estimate. We will have a 10-minute break at 

[XXXX time, 50-minute mark].

My role and the role of [fill in name of assistant] will be to ask questions, moderate the 

discussion, and record major themes and feelings expressed by focus group participants.

Consent

As stated in the study consent form that you have previously signed, all data being collected will 

be kept confidential by REL Midwest and American Institutes for Research (the third-party 

evaluator). You have the right to discontinue your participation in this data collection process at 

any time without consequences.

Confidentiality

Let me just highlight one issue that is discussed in the consent forms. It is impossible to write 

down everything that you say today, so we will be recording the focus group conversation so that 

we can go back and listen to the discussion to make sure that we did not miss anything. Anything 

that is discussed will remain confidential. The audiorecordings will be transcribed and then 

erased. We will not identify any focus group participants in the transcriptions.

Are there any questions before I begin?

Introductions

Before beginning with the questions and turning on the audiorecorder, let’s go around the room 

and introduce ourselves. Please say your name and your role here at [fill in name of high 

school].

Now, we are beginning with the questions. I’ll turn on the audiorecorder and start asking 

questions.
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Background Information

The Ramp-Up to Readiness program is offered to high schools throughout Minnesota. The 

developers note that there is no single way to implement the program because of variations in 

local context, but there are elements of Ramp-Up that are to be implemented in all settings. 

Today, we’d like to gather a better understanding of how the program has been implemented at 

[fill in name of high school]. First, I’ll ask questions about whether and when you completed 

key implementation activities. This will be followed by questions on the Ramp-Up curriculum, 

tools, professional development, your school culture, the challenges and success of 

implementation, and to what extent you think Ramp-Up is changing the college readiness of 

students’ in your school.

Thank you for joining us today.

Notes to focus group moderator: The purposes of this focus group are to understand (1) 

the extent to which treatment schools faithfully adopt the program model, and what enables 

them or prevents them from doing so; and (2) the degree to which the intervention model 

differs from the services and activities underlying the business-as-usual comparison 

condition.

If participants are reluctant to estimate percentages when asked, probe for more than 25 

percent or less than 25 percent, more than 50 percent or less than 50 percent, or more than 

75 percent or less than 75 percent.
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Fidelity of Implementation Questions for Early Implementing Ramp-Up Schools

A. Ramp-Up Annual Plan Activities

In the fall, your school filled out the Ramp-Up to Readiness Annual Plan indicating when your 

school was planning to complete key actions. I would like to discuss some of these actions. 

[Note to moderator: have a copy of the Annual Plan to refer to] 

1. Have there been any changes over the school year in who serves on the Ramp-Up 

leadership team or who serves as the Ramp-Up coordinator?

[Probe if yes: Why did a change occur?]

2. How often did the Ramp-Up leadership team meet this school year to guide and 

monitor Ramp-Up implementation in your school?

[Probe if no: What challenges did you face in meeting quarterly?]

3. Do all students at [name of high school] use a technology platform (e.g., Naviance or 

MCIS) as part of the Ramp-Up program?

[Probe if yes: 

a. Which platform?

b. Did students use this platform prior to implementing Ramp-Up?

c. To what extent is the technology platform integrated with Ramp-Up advisories or 

workshops?

Probe if no:

d. What challenges have you faced in adopting a technology platform?]

4. Have you conducted any internal evaluation of your school’s implementation of RampUp or progress on improving college-readiness indicators (e.g., taking advanced 

courses, completing college enrollment activities)?

[Probe if yes: 

a. Have you discussed your findings with staff at the College Readiness Consortium?

b. Did you make any changes to instructional practices based on your review of the 

data?

Probe if no:

c. What challenges have you faced in conducting internal evaluations of the Ramp-Up 

program?]

B. Ramp-Up Curriculum

Now, I would like to talk about the Ramp-Up advisories and workshops.

5. Thinking about the Ramp-Up weekly advisories...

a. What percentage of students do you estimate received all 28 lessons?
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[Probe if less than 100 percent: Which students did not receive all 28 lessons and 

why?]

b. How long did the lessons last?

[Probe if less than 30 minutes: Why did the lessons last less than the planned 30 

minutes?]

c. How much time were advisors provided to prepare and learn about the lesson 

content prior to teaching it?

d. Was the amount of time provided to advisors to prepare and learn the lesson content 

adequate?

[Probe if not: How much time would have been adequate?]

6. Thinking about the Ramp-Up workshops...

a. How many workshops were held over the course of the year?

[Probe: Did the number of workshops differ by grade-level (i.e., did Grade 10 

students receive fewer than Grade 12 students)?

Probe if less than five: What challenges did you face in delivering all five 

workshops?

Probe if more than five: Most Ramp-Up schools schedule five workshops. Why did 

your school decide to have additional ones?]

b. What were the topics of these workshops?

[Probe: Were they differentiated by grade?]

c. When were the workshops offered?

d. On average, how long did these workshops last?

e. Who taught the workshops (i.e., the same staff teaching the Ramp-Up advisories or 

different staff)?

f. What percentage of students do you estimate attended all the workshops?

[Probe if less than 100 percent: Which students did not attend and why?]

C. Ramp-Up Tools

Next, I would like to talk about the tools used in the Ramp-Up program, specifically the 

Readiness Rubric or Postsecondary Plan.

7. Thinking specifically about the Postsecondary Plan...

[Note to moderator: Show an example of the Postsecondary Plan to remind 

participants what it is]

a. What percentage of all students completed a Postsecondary Plan this school year?

[Probe if less than 100 percent: Which students did not complete a Postsecondary 

Plan and why?]
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b. What percentage of students discussed the Postsecondary Plan with a teacher/advisor 

or counselor as part of the course registration process?

[Probe if less than 100 percent: Which students did not review their Postsecondary 

Plan with a teacher/advisor or counselor? Why? Were there times other than course 

registration when the Postsecondary Plan was reviewed with students?]

c. Can you provide an example of how you discussed the Postsecondary Plan with a 

student?

d. How do school staff engage with parents using the Postsecondary Plan?

[Probe: How often do school staff talk with parents about their student’s 

Postsecondary Plan? What percentage of parents talks to school staff about their 

student’s Postsecondary Plan?]

e. Is the student’s Postsecondary Plan stored electronically for your review and review 

by students or parents?

[Probe if not: Why?]

8. Thinking specifically about the Readiness Rubric...

[Note to moderator: Show an example of the Readiness Rubric to remind 

participants what it is]

a. What percentage of students completed the Readiness Rubric three times this year?

[Probe if less than 100 percent: What percentage of students completed the Readiness 

Rubric at least twice? What percentage of students completed it at least once? Which 

students did not complete the Readiness Rubric three times this year? Why not?]

b. How often did school staff review the rubric with students this school year?

c. Can you provide an example of how you discussed the Readiness Rubric with a 

student?

d. How do school staff engage with parents using the Readiness Rubric?

[Probe: How often do school staff talk with parents about their student’s Readiness 

Rubric? What percentage of parents talks to school staff about their student’s 

Readiness Rubric?]

e. Is the student’s Readiness Rubric stored electronically for your review and review by

students or parents?

9. Did school staff experience barriers in talking to parents about their child’s Readiness 

Rubric or Postsecondary Plan (e.g., language barriers)?

[Probe if yes: How did your school address those?]

D. Professional Development

10. At the beginning of the school year, were four hours spent introducing staff to the 

Ramp-Up program?
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a. Can you describe the content covered that day?

b. Which teachers had the opportunity to attend this four-hour training?

c. How did staff respond to the introduction of the Ramp-Up to Readiness program?

[Probe if some staff were not receptive: What were the concerns of staff about RampUp?]

11. How often does the Ramp-Up leadership team or coordinator provide professional 

development related to Ramp-Up?

a. How long do these professional development sessions last?

b. Which teachers have the opportunity to attend professional development?

c. How engaged are school staff during these meetings (e.g., the extent to which they

participate in discussions)?

d. How challenging has it been to provide regularly scheduled professional development 

on Ramp-Up to teachers?

12. Have you had or are you planning a one-hour feedback session where school staff can 

provide feedback to the leadership team on program implementation?

E. Overall Experiences With Implementation

13. How have the goals or beliefs of school staff changed during the school year, if at all, 

with the introduction of Ramp-Up?

14. Has the introduction of Ramp-Up changed the way that school staff interact with 

parents?

15. What aspects of Ramp-Up worked well as you implemented the program?

[Probe: Why did they work well?]

16. What aspects of the program did not work well?

[Probe: Why did they not work well?]

F. Ramp-Up to Readiness: Contrast Between Implementing and Non-Implementing 

Schools

In February, we talked about the college-readiness programs, services, activities, and resources 

that [name of high school] provides to prepare students to enroll and succeed in college. I have a 

list of the supports that you named, and now I would like to ask some specific questions about 

each of these activities. If the school no longer offers a support that I read, please let me know. 

[Instructions to moderator: complete the following matrix by asking questions 17 – 22 for 

each support listed. Probe as necessary to be able to complete the matrix]
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Matrix of College-Readiness Supports

College-Readiness Support

Participation

Rate

F

r

e

q

u

e

n

c

y

Inte

nsity

Corresponding 

Readiness Dimension

10th11th12th

A

c

a

d

e

mic

A

d

missio

ns

C

a

r

e

e

r

Fin

a

n

cial

P

e

rso

n

al/S

o

cial

Program 1

Program 2

Program 3

Program 4

Program 5

Service 1 

Service 2

Service 3

Service 4

Service 5

Activity 1

Activity 2

Activity 3

Activity 4

Activity 5

Resource 1

Resource 2

Resource 3

Resource 4

Resource 5

17. Which grade does [name of support] target? [moderator to check each grade targeted]

18. What percentage of Grade 10, Grade 11, and Grade 12 students participate in or receive 

[name of support]?

19. How often has [name of support] been offered this school year?

20. How long does [name of support] last?

21. Which of the following does [name of support] primarily address: students’ academic 

preparation, the college admissions process, career planning, how to pay for college, or 

on goal setting or achievement?

22. Are there any other college-readiness programs, services, activities, or resources that 

[name of high school] offers but that we haven’t talked about? 
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I want to wrap up with a few more general questions.

G. Professional Development

23. So far this school year, has the school provided staff any professional development 

related to preparing students for college?

a. Can you describe what was provided?

b. How long did each professional development session last?

c. Who received this professional development?

[Probe: What percentage of teachers?]

d. What did you find helpful or unhelpful about these materials or this professional 

development?

H. College Culture

Next, I would like to talk about the expectations and practices of school staff for preparing 

students for college.

24. Thinking about the goals and beliefs of school staff...

a. To what extent do school personnel here share a common goal to prepare all students 

for college?*11

b. To what extent do school personnel believe that college counseling is the job of 

school counselors, not teachers?*

25. Thinking about the practices in your school...

a. How are students encouraged to take advanced coursework (e.g., honors, dual-credit, 

AP, IB, or College in the Schools classes)?

b. To what extent is the curriculum at this school focused on helping students get ready 

for college?*

c. Does your school collect data to assess students’ college readiness?

[Probe if yes: How do you use this information?

26. Thinking about parents...

a. To what extent do parents of students in this school expect their children to go to 

college?*

I. Barriers to Implementing a Schoolwide College Readiness Program

Finally, let’s talk about implementing a schoolwide college readiness program. 

 

11 An * indicates that this question is based on a question included on a survey from the Center for Applied Research 

and Educational Improvement (CAREI) at the University of Minnesota.
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27. What educational initiatives, if any, has [name of high school] been involved in 

implementing this year? 

[Clarify:

a. Is this initiative school-wide? What is the format of these communications (e.g., 

one-way versus two-way conversation)?

b. [If this is an early implementing school] Are staff able to successfully implement

more than one initiative at a time?

c. [If this is a late implementing school] Do you foresee any barriers to implementing 

a schoolwide college-readiness initiative next year?

Thank you again for participating in today’s focus group!
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Attachment A-8. Staff Survey Questionnaire

Purpose. The Midwest Regional Educational Laboratory at American Institutes for Research 

(REL Midwest) is conducting this survey as part of its evaluation of Ramp-Up to Readiness. We 

want to learn about your experiences with Ramp-Up overall and also as they relate to the 

program’s curriculum, tools, and professional development. The information you provide will be 

used to improve Ramp-Up and other college-readiness programs. 

Confidentiality. REL Midwest will keep all collected data confidential. Per the policies and 

procedures required by the Education Sciences Reform Act of 2002, Title I, Part E, Section 183, 

responses to this data collection will be used only for statistical purposes. The reports prepared 

for this study will summarize findings across the sample and will not associate responses with a 

specific district or individual. We will not provide information that identifies you or your district 

to anyone outside the study team, except as required by law. Any willful disclosure of such 

information for nonstatistical purposes, without the informed consent of the respondent, is a class 

E felony. 

Risks. There are no known risks related to participating in this survey. 

Voluntary Participation. You have the right to discontinue your participation in this survey at 

any time without consequences. We hope you will answer all the questions, but if there is a 

question you do not wish to answer, simply skip it. 

Procedure. This survey will take about 20 to 30 minutes, and you will receive a $25 gift card for 

your participation.

Contact Information. If you have questions or concerns about this study, please contact Jim 

Lindsay at jlindsay@air.org or 630-649-6591. If you have concerns or questions about your 

rights as a participant, contact the chair of AIR’s Institutional Review Board (which is 

responsible for the protection of study participants) using the following contact information:

E-Mail: IRBChair@air.org

Phone: 1-800-634-0797 (toll free)

Mail: IRB Chair

c/o AIR

1000 Thomas Jefferson Street NW

Washington, DC 20007

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid 

OMB control number. The valid OMB control number for this information collection is XXXX.XXXX, OMB expiration date is XXXX, XX, 

2014. The time required to complete this information collection is estimated to average 15 minutes per respondent, including the time to review 

instructions, gather the data needed, and complete and review the information collected. If you have any comments concerning the accuracy of the 

time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, DC 20202. If you have 

comments or concerns regarding the status of your individual submission of this form, write directly to: U.S. Department of Education, Institute of 

Education Sciences, 555 New Jersey Avenue, NW, Washington, DC 20208. 
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Background Information

1. What is your current position at this school? Check all that apply.

• Teacher

• Counselor

• Dean

• Principal 

• Assistant principal

• Other school staff

2. What is your role in delivering the Ramp-Up to Readiness program? Check all that 

apply.

• I do not play any role in delivering the Ramp-Up to Readiness program [end 

survey and display “Thank you for participating in this survey”] 

• Ramp-Up coordinator

• Member of the Ramp-Up leadership team

• Ramp-Up advisor (a teacher who facilitates Ramp-Up advisories)

• Other. Please indicate your role: [text box]

[If Q2=Ramp-Up advisor, ask Q3; else, skip to Q4]

3. What is the grade-level of students in your Ramp-Up advisory?

• Grade 9

• Grade 10

• Grade 11

• Grade 12

4. What is the name of your school? [text box]

Ramp-Up Goals, Components, and Roles

The following set of questions asks about your understanding of the goals of the Ramp-Up to 

Readiness program (“Ramp-Up”) and your role in it. Please indicate to what extent you disagree 

or agree with the following statements:

5. I understand the goals of Ramp-Up.

• Strongly disagree 

• Disagree

• Agree

• Strongly agree 
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6. I understand Ramp-Up’s five pillars of readiness (academic, admissions, career, 

financial, and personal-social readiness).

• Strongly disagree 

• Disagree

• Agree

• Strongly agree 

7. I understand my role in delivering Ramp-Up.

• Strongly disagree

• Disagree

• Agree

• Strongly agree 

8. Do you know who the Ramp-Up Coordinator at your school is?

• Yes

• No

• I’m not sure.

[If Q2=Ramp-Up advisor, ask Q9; else, skip to 10]

9. My school and district gives me enough time to implement the Ramp-Up program.

• Strongly disagree

• Disagree

• Agree

• Strongly agree 

[If Q2=Ramp-Up coordinator or Member of the Ramp-Up leadership team, ask 10; else, skip 

to 11]

10. My school and district gives me enough time to coordinate the Ramp-Up program.

• Strongly Disagree 

• Disagree

• Agree

• Strongly Agree 

Expectations and Beliefs

The following set of questions asks about your expectations and beliefs related to college 

preparation. In this survey, “college” refers to all postsecondary educational opportunities, including 

two-year colleges, four-year colleges or universities, community colleges, and career or technical 

colleges. Please indicate to what extent you disagree or agree with the following statements:
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11. I believe that our school should prepare all students to go on to college.*12

• Strongly disagree 

• Disagree

• Agree

• Strongly agree 

12. School personnel share a common goal to prepare all students for college.*

• Strongly disagree 

• Disagree

• Agree

• Strongly agree 

13. All teachers should be able to advise students on college options.*

• Strongly disagree 

• Disagree

• Agree

• Strongly agree 

14. College counseling is the job of school counselors, not teachers.*

• Strongly disagree 

• Disagree

• Agree

• Strongly agree 

College Knowledge

The following set of questions asks about your knowledge of college and career readiness. Please 

rate your own level of knowledge in the following areas:

15. The range of postsecondary options available to students*

• None

• Limited

• Basic

• Moderate

 

12 An * indicates that this question is based on a question included on a survey from the Center for Applied Research 

and Educational Improvement (CAREI) at the University of Minnesota.
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• Proficient

• Advanced

16. The level of academic skill (for example, reading, writing, mathematics) necessary for 

college work*

• None

• Limited

• Basic

• Moderate

• Proficient

• Advanced

17. Tests that students need for admission to college*

• None

• Limited

• Basic

• Moderate

• Proficient

• Advanced

18. The college application process*

• None

• Limited

• Basic

• Moderate

• Proficient

• Advanced

19. Financing a college education*

• None

• Limited

• Basic

• Moderate

• Proficient

• Advanced

20. The types of personal and social skills that students need to succeed in college
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• None

• Limited

• Basic

• Moderate

• Proficient

• Advanced

Ramp-Up Curriculum

The following set of questions asks about your perceptions of the Ramp-Up curriculum taught in 

advisories and workshops. 

21. How familiar are you with the Ramp-Up curriculum?

• Not at all familiar [skip to q33]

• Slightly familiar [continue to q22]

• Moderately familiar [continue to q22]

• Very familiar [continue to q22] 

Please indicate the extent to which you disagree or agree with the following statements: 

22. The Ramp-Up curriculum helps students develop postsecondary plans.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

23. The Ramp-Up curriculum enables students to make informed decisions about preparing 

for college.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

24. The Ramp-Up curriculum enables students to make informed decisions about preparing 

for a career.

• Strongly disagree

• Disagree

• Agree
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• Strongly agree

25. The Ramp-Up curriculum helps students develop the belief that they can turn their 

postsecondary plans into reality.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

26. The Ramp-Up curriculum helps students understand whether they are on or off track to 

reach college readiness by the end of high school.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

27. The Ramp-Up curriculum provides students with clear information about what steps 

must be taken to enroll in college.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

28. The Ramp-Up curriculum provides students with clear information about when key

steps in the enrollment process must occur.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

29. The Ramp-Up curriculum covers appropriate topics on preparing for college.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

30. The Ramp-Up curriculum spends the appropriate amount of time on each topic.

• Strongly disagree
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• Disagree

• Agree

• Strongly agree

31. The Ramp-Up curriculum consists of a coherent sequence of concepts and ideas.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

32. The Ramp-Up curriculum is engaging to students.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

33. Have you taught at least one Ramp-Up advisory this school year?

• Yes [continue to q34]

• No [skip to q41]

34. How many of the Ramp-Up lessons did you teach this school year in your advisory?

• Fewer than five lessons [continue to q35]

• 5–10 lessons [continue to q35]

• 11–15 lessons [continue to q35]

• 16–20 lessons [continue to q35]

• 21–25 lessons [continue to q35]

• All 28 lessons [skip to q36]

• I don’t remember. [skip to q36]

35. Why did you teach fewer than 28 lessons? [text box]

36. Did you receive an Advisor Guide at the beginning of the school year that describes the 

lesson plan and activities for each weekly advisory? 

• Yes

• No

37. How often did you receive information from the Ramp-Up coordinator about a lesson 

prior to teaching it? 
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• Never

• Rarely

• Sometimes

• Often

• Always

• I am not sure who the Ramp-Up coordinator in my school is.

38. Did you teach the Ramp-Up lessons as they were designed or did you modify them?

• I taught them without any modifications. 

• I modified some of the lessons.

• I modified most of the lessons.

• I modified all of the lessons.

39. How often did you provide the Ramp-Up instructional materials and resources to 

students at the time assigned for the advisory?

• Never

• Rarely

• Sometimes

• Often

• Always

40. Did you have enough time to prepare lesson content prior to teaching it?

• Never

• Rarely

• Sometimes

• Often 

• Always

Ramp-Up Tools 

The Ramp-Up program includes two tools to assist students with their plans after high school. 

These are the Postsecondary Plan and the Readiness Rubric.

The following questions ask about the Postsecondary Plan.

41. How familiar are you with the Postsecondary Plan?

• Not at all familiar [skip to q46]

• Slightly familiar [continue to q42]
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• Moderately familiar [continue to q42]

• Very familiar [continue to q42] 

Thinking about the Postsecondary Plan and how students, parents, and school staff use it, please 

indicate the extent to which you disagree or agree with the following statements.

42. The Postsecondary Plan helps students to develop a plan for their life after high school.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

43. I use the Postsecondary Plan when helping students develop plans for their life after high 

school.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

44. How many students in your Ramp-Up advisory completed the Postsecondary Plan at 

least once this year?

• None

• A few students

• Most students

• All students

• I do not teach a Ramp-Up advisory.

45. For how many students in your Ramp-Up advisory have you discussed a student’s 

Postsecondary Plan with his or her parents?

• None

• A few students

• Most students

• All students

• I do not teach a Ramp-Up advisory.

The following questions ask about the Readiness Rubric.

46. How familiar are you with the Readiness Rubric?

• Not at all familiar [skip to q51]
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• Slightly familiar [continue to q47]

• Moderately familiar [continue to q47]

• Very familiar [continue to q47] 

Thinking about the Readiness Rubric and how students, parents, and school staff use it, please 

indicate the extent to which you disagree or agree with the following statements.

47. The Readiness Rubric helps students to monitor their progress towards their 

postsecondary goals.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

48. I use the Readiness Rubric to monitor students’ progress toward their postsecondary 

goals.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

49. How many students in your Ramp-Up advisory completed the Readiness Rubric at least 

twice this year?

• None

• A few students

• Most students

• All students

• I do not teach a Ramp-Up advisory.

50. For how many students in your Ramp-Up advisory have you discussed a student’s 

Readiness Rubric with his or her parents? 

• None

• A few students

• Most students

• All students

• I do not teach a Ramp-Up advisory.
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Ramp-Up Activity: Personal Readiness Evaluation for Postsecondary 

[If Q2=Ramp-Up advisor and Q3=Grade 10 ask Q51 – Q55; else, skip to Q56]

The following questions ask about the Personal Readiness Evaluation for Postsecondary (PREP) 

survey.

51. How familiar are you with the PREP survey?

• Not at all familiar [skip to q56]

• Slightly familiar [continue to q52]

• Moderately familiar [continue to q52]

• Very familiar [continue to q52] 

Thinking about the PREP survey and how students, parents, and school staff use it, please 

indicate the extent to which you disagree or agree with the following statements.

52. The PREP survey helps students to understand their personal readiness for college.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

53. I use the PREP to understand students’ personal readiness for college.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

54. How many students in your Ramp-Up advisory completed the PREP survey at least once 

this year?

• None

• A few students

• Most students

• All students

• I do not teach a Ramp-Up advisory.

55. For how many students in your Ramp-Up advisory have you discussed a student’s PREP 

survey results with his or her parents? 

• None

• A few students
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• Most students

• All students 

• I do not teach a Ramp-Up advisory. 

Professional Development

The following set of questions asks about professional development related to Ramp-Up.

56. Are you a Ramp-Up coordinator or member of the Ramp-Up leadership team?

• Yes [continue to q57]

• No [skip to q62]

• Uncertain [skip to q62]

57. Have you received any training by the University of Minnesota’s College Readiness 

Consortium?

• Yes [continue to q58]

• No [skip to q62]

• Uncertain [skip to q62]

Please indicate the extent to which you disagree or agree with the following statements:

58. The training I received provided useful information to me about how to gain staff 

support for implementing a schoolwide college-readiness program. 

• Strongly disagree

• Disagree

• Agree

• Strongly agree

59. The training I received provided useful information to me about my role and 

responsibilities in delivering Ramp-Up. 

• Strongly disagree

• Disagree

• Agree

• Strongly agree

60. Staff at the College Readiness Consortium have responded effectively to questions I

have asked about the Ramp-Up program. 

• Strongly disagree

• Disagree

• Agree
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• Strongly agree

• I have not asked the College Readiness Consortium any questions about RampUp.

61. Were the travel costs of your training at the University of Minnesota paid by your school 

or district?

• Yes

• No

62. Have you received any training about Ramp-Up at your school?

• Yes [continue to q63]

• No [skip to q72]

• Uncertain [skip to q72]

63. How many times this school year did you attend training on Ramp-Up?

• Not at all

• One time

• A couple of times

• Every month

• More than once a month

• Other [text box to specify]

Please indicate the extent to which you disagree or agree with the following statements:

64. The training I received helped me to understand why my school has adopted a collegereadiness program.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

65. The training I received helped me understand the Ramp-Up curriculum.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

66. The training I received helped me understand the Ramp-Up tools (specifically, the 

Postsecondary Plan and the Readiness Rubric).
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• Strongly disagree

• Disagree

• Agree

• Strongly agree

67. The training I received provided useful information to me about my role and 

responsibilities in delivering Ramp-Up. 

• Strongly disagree

• Disagree

• Agree

• Strongly agree

68. I have enough information about the college selection and enrollment process to teach 

the Ramp-Up curriculum.

• Strongly disagree [continue to q69]

• Disagree [continue to q69]

• Agree [skip to q70]

• Strongly agree [skip to q70]

• I do not teach the Ramp-Up curriculum.

69. What additional information would be useful? [text box]

70. I have enough information about the knowledge and skills needed to succeed in college 

to teach the Ramp-Up curriculum.

• Strongly disagree [continue to q71]

• Disagree [continue to q71]

• Agree [skip to q72]

• Strongly agree [skip to q72]

• I do not teach the Ramp-Up curriculum.

71. What additional information would be useful? [text box]

Perceptions of Program Effectiveness

The following set of questions asks about your perceptions of Ramp-Up’s effects. Please indicate 

the extent to which you disagree or agree with the following statements.

72. The Ramp-Up program increases students’ ability to set educational goals.

• Strongly disagree
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• Disagree

• Agree

• Strongly agree

73. The Ramp-Up program increases students’ ability to make and monitor progress toward 

educational goals.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

74. The Ramp-Up program increases students’ ability to create relationships to support their 

educational goals.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

75. The Ramp-Up program increases students’ ability to meet admissions requirements at a 

range of colleges.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

76. The Ramp-Up program increases students’ likelihood of succeeding academically at 

college.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

77. The Ramp-Up program increases students’ ability to find a career that matches their 

goals and abilities.

• Strongly disagree

• Disagree

• Agree

• Strongly agree
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78. The Ramp-Up program increases students’ understanding of ways to pay for college (for 

example, through savings, loans, financial aid).

• Strongly disagree

• Disagree

• Agree

• Strongly agree

79. The Ramp-Up program has increased my ability to help students prepare and plan for 

college.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

80. I have more productive conversations with students about how to prepare for life after 

high school because of Ramp-Up.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

• I have not had conversations with students about how to prepare for life after high 

school.

81. I have more productive conversations with families about how to prepare their children 

for life after high school because of Ramp-Up.

• Strongly disagree

• Disagree

• Agree

• Strongly agree

• I have not had conversations with families about how to prepare their children for 

life after high school.

82. I have more productive conversations with colleagues about how to prepare students for 

life after high school because of Ramp-Up.

• Strongly disagree

• Disagree

• Agree

• Strongly agree
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• I have not had conversations with colleagues about how to prepare students for 

life after high school.

83. Which students, if any, can benefit from Ramp-Up? Check all that apply.

• Students performing in the lower third of their class academically

• Students performing in the middle third of their class academically

• Students performing in the upper third of their class academically

• Students who would be the first in their families to attend college

• Students whose parents attended college

• All types of students

• No students 

• Uncertain

Final Thoughts

Finally, thinking about the Ramp-Up program overall...

84. What are the strengths of Ramp-Up? [text box]

85. What are the weaknesses of Ramp-Up? [text box]

86. What factors, if any, have made implementing Ramp-Up challenging at your school? 

[text box]

87. What factors, if any, have facilitated the implementation of Ramp-Up at your school? 

[text box]

Thank you for participating in this survey!
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Attachment A-9. Educational Sciences Reform Act (ESRA)

This evaluation is authorized through provisions in the Education Sciences Reform Act (ESRA) 

of 2002. Specifically, ESRA Part D, Section 174 (4) describes the role of regional education 

laboratories and its mission and function. One aspect of that role is

(4) in the event such quality applied research does not exist as determined by the 

regional educational laboratory or the Department, carrying out applied research 

projects that are designed to serve the particular educational needs (in prekindergarten

through grade 16) of the region in which the regional educational laboratory is 

located, that reflect findings from scientifically valid research, and that result in userfriendly, replicable school-based classroom applications geared toward promoting 

increased student achievement, including using applied research to assist in solving 

site-specific problems and assisting in development activities (including high-quality

and on-going professional development and effective parental involvement strategies)

(ESRA, Part D, Section 174, f.4).
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Attachment A-10. Federal Register Notices
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Attachment A-11. Confidentiality Form and Affidavits

CONFIDENTIALITY AGREEMENT

Ramp-Up to Readiness Implementation Study

(American Institutes for Research under Contract No. ED-IES-12-C-0004)

Safeguards for Individuals Against Invasion of Privacy: In accordance with the Privacy Act of 

1974 (5 United States Code 552a), the Education Sciences Reform Act of 2002 (Public Law 107-

279), the Federal Statistical Confidentiality Order of 1997, the E-Government Act of 2002 

(Public Law 107-347), and the Computer Security Act of 1987, American Institutes for 

Research (AIR) and all its subcontractors are required to comply with the applicable provisions 

of the legislation, regulations, and guidelines and to undertake all necessary safeguards for 

individuals against invasions of privacy.

To provide this assurance and these safeguards in performance of work on this project, all staff, 

consultants, and agents of AIR, and its subcontractors who have any access to study data, shall 

be bound by the following assurance.

Assurance of Confidentiality

1. In accordance with all applicable legislation, regulations, and guidelines, AIR assures all 

respondents that their responses may be used only for statistical purposes and may not be 

disclosed, or used, in identifiable form for any other purpose except as required by law 

[Education Sciences Reform Act of 2002 (ESRA 2002), 20 U.S. Code, § 9573].

2. The following safeguards will be implemented to assure that confidentiality is protected as 

allowable by law (20 U.S.C. § 9573) by all employees, consultants, agents, and 

representatives of AIR and all subcontractors and that physical security of the records is 

provided:

a. All staff with access to data will take an oath of nondisclosure and sign an affidavit to 

that effect.

b. At each site where these items are processed or maintained, all confidential records that 

will permit identification of individuals shall be kept in a safe, locked room when not in 

use or personally attended by project staff.

c. When confidential records are not locked, admittance to the room or area in which they

reside shall be restricted to staff sworn to confidentiality on this project.

d. All electronic data shall be maintained in secure and protected data files, and personally 

identifying information shall be maintained on separate files from statistical data 

collected under this contract.

e. All data files on network or multi-user systems shall be under strict control of a database 

manager with access restricted to project staff sworn to confidentiality, and then only on 

a need-to-know basis.

f. All data files on single-user computers shall be password protected and all such machines 

will be locked and maintained in a locked room when not attended by project staff sworn 

to confidentiality.

g. External electronically stored data files (e.g., tapes on diskettes) shall be maintained in a 

locked storage device in a locked room when not attended by project staff sworn to 

confidentiality.
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h. Any data released to the general public shall be appropriately masked such that linkages 

to individually identifying information are protected to avoid individual identification in 

disclosed data.

i. Data or copies of data may not leave the authorized site for any reason.

3. Staff, consultants, agents, or AIR and all its subcontractors will take all necessary steps to 

ensure that the letter and intent of all applicable legislation, regulations, and guidelines are 

enforced at all times through appropriate qualifications standards for all personnel working 

on this project and through adequate training and periodic follow-up procedures.

By my signature affixed below, I hereby swear and affirm that I have carefully read this 

statement and fully understand the statement as well as legislative and regulatory assurances that 

pertain to the confidential nature of all records to be handled in regard to this project, and will 

adhere to all safeguards that have been developed to provide such confidentiality. As an 

employee, consultant, agent, or representative of AIR or one of its subcontractors, consultants, 

agents, or representatives, I understand that I am prohibited by law from disclosing any such 

confidential information to anyone other than staff, consultant, agents, or representatives of AIR, 

its subcontractors, or agents, and Institutes of Education Science. I understand that any willful 

and knowing individual disclosure or allowance of disclosure in violation of the applicable 

legislation, regulations, and guidelines is punishable by law and would subject the violator to 

possible fine or imprisonment.

(Signature) (Date)
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AFFIDAVIT OF NONDISCLOSURE

Ramp-Up to Readiness Implementation Study

(American Institutes for Research under Contract No. ED-IES-12-C-0004)

[insert name]

[insert position]

Date of Assignment to Ramp-Up to Readiness Implementation Study: January 2014

American Institutes for Research

1000 Thomas Jefferson Street, NW

Washington, DC 20007-3835

I, [insert name], do solemnly swear (or affirm) that when given access to any Ramp-Up to 

Readiness Implementation Study databases or files containing individually identifiable 

information, I will not:

i. use or reveal any individually identifiable information furnished, acquired, retrieved or 

assembled by me or others, under the provisions of Section 183 of the Education 

Sciences Reform Act of 2002 (PL 107-279) and Title V, subtitle A of the E-Government 

Act of 2002 (PL 107-347) for any purpose other than statistical purposes specified in the 

NCES survey, project or contract;

ii. make any disclosure or publication whereby a sample unit or survey respondent could be 

identified or the data furnished by or related to any particular person under this section 

could be identified; or

iii. permit anyone other than the individuals authorized by the Commissioner of the National 

Center for Education Statistics to examine the individual reports.

(Signature)

(The penalty for unlawful disclosure is a fine of not more than $250,000 [under 18 U.S.C. 3571] 

or imprisonment for not more than 5 years [under 18 U.S.C. 3559], or both. The word "swear" 

should be stricken out wherever it appears when a person elects to affirm the affidavit rather than 

to swear to it.)

State of _____________________________

County of _______________________________

Subscribed and sworn/affirmed before me, ______________________, a Notary Public in and 

for

________________County, State of ________________________, on this date, 

______________________.

___________________________________________

Notary Public

My commission expires: _____________________________.