Building the Foundation for Improved Student Performance - The Pre-Curricular Phase of Project GRAD Newark

Sep 14, 2026

Evaluation report on Project GRAD (Graduation Really Achieves Dreams) in Newark, New Jersey public schools, focusing on the pre-curricular phase during the implementation period (1998–99). The initiative combines multiple proven or promising reforms to raise reading and math achievement, improve classroom behavior, reduce dropout rates, and increase college enrollment and graduation. Field research, teacher surveys, focus groups, and student data analysis indicate meaningful strides in Newark and that the college scholarship guarantee boosted engagement among staff, students, parents, and community institutions. Implementation met and exceeded planned expectations; positive effects were observed for some students even before reading and math components were fully implemented.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages95

Reading Time3 h 59 min

AccessFree to download

Preface

Acknowledgments

Chapter 1. Introduction

Overview of the Findings in This Report

What Is the Theory of Change for Project GRAD?

Evaluating Project GRAD Newark

Program Implementation

Program Impact on School Functioning and Student Outcomes

Topics Addressed in This Report

Chapter 2. The Context for Project GRAD Newark

Policy and Program Developments in the Newark Public Schools

Project GRAD Newark Schools and Student Characteristics

The Administrative Setting for Project GRAD Newark

The Students and Faculty at Project GRAD Newark Schools

Existing Enrichment and Extracurricular Programs in the Project GRAD N

ED 480680 AUTHOR TITLE SPONS AGENCY PUB DATE NOTE AVAILABLE FROM PUB TYPE EDRS PRICE DESCRIPTORS IDENTIFIERS ABSTRACT DOCUMENT RESUME Ham,Sandra;Doolittle,Fred C.;Holton,Glee Ivory;Ventura,Ana Maria;Jackson,Rochanda Building the Foundation for Improved Student Performance:ThePre-Curricular Phase of Project GRAD Newark. Ford Foundation,New York,NY.;Grable Foundation,Pittsburgh,PA. 2000-08-00 94p.;Produced by MDRC.Additional support from LucentTechnologies Foundation. MDRC,16 East 34th Street,New York,NY 10016.Tel:212-532- 3200;Web site:http://www.mdrc.org. Reports -Evaluative(142) EDRS Price MF01/PC04 Plus Postage. *Dropout Rate;*Educational Change;Elementary Secondary Education;Enrollment Trends;Graduation;Inner City; *Mathematics Achievement;Program Implementation;*Reading Achievement;School Restructuring;*Student Behavior;*Urban Schools Newark School System NJ;Reform Strategies This report is the first in a series on Project GRAD (Graduation Really Achieves Dreams)in the Newark,New Jersey Public Schools.Project GRAD is an education initiative that combines several proven orpromising reforms with the goals of increasing reading and math achievementtest scores,improving classroom behavior,reducing dropout rates,andincreasing rates of college enrollment and graduation.It is designed to beimplemented across a feeder pattern of schools and targets inner city schoolswith a history of low achievement and low graduation and college enrollmentrates.This report presents evaluation data from the project's implementationperiod(1998-99).Data from field research,teacher surveys and focus groups,and analysis of student data indicates that the partnership between ProjectGRAD and the Newark Public Schools made significant strides towardimplementation in Newark in a short time period.Its college scholarshipguarantee stimulated interest in and support for the initiative among schoolstaff,students,parents,and community institutions.Implementation ofProject GRAD met and exceeded planned expectations.Although neither thereading nor math components had yet been implemented,the program's othercomponents were having a positive effect on some students'achievement.(Contains 31 references.)(SM) Reproductions supplied by EDRS are the best that can be madefrom the original document. ED 480 680 # BUILDING THEFOUNDATION FOR JMIPROVED STUDENIPERFORMANCE THE PRE-CURRICULAR PHASE OFPROJECT GRAD NEWARK Sandra HamFred C.DoolittleGlee Ivory Holton AUGUST 2000 35863 2 UDTM OIS3 U.S.DEPARTMENT OF EDUCATIONOIlice of Educational Research and ImprovementEDUCATIONAL RESOURCES INFORMATIONCENTER(ERIC) tThis document has been reproduced asreceived from the person or organizationoriginating it. 口Minor changes have been made toimprove reproduction quality. ·Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy. PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIALHASBEEN GRANTED BY TO THE EDUCATIONALRESOURCESINFORMATION CENTER(ERIC) 1 # BOARD OF DIRECTORS PAULH.O'′NEILL,ChairmanChairmanAlcoa ROBERT SOLOW,Vice ChairmanInstitute ProfessorMassachusetts Institute of Technology RUDOLPH G.PENNER,TreasurerSenior FellowUrban Institute MARY JO BANE Professor of Public Policy John F.Kennedy School of GovernmentHarvard University REBECCA M.BLANK Dean Gerald R.Ford School of Public PolicyUniversity of Michigan JAMES H.JOHNSON,JR. E.Maynard Adams Professor of Business,Geography,and Sociology Director,Urban Investment Strategies CenterUniversity of North Carolina RICHARD J.MURNANEProfessor of EducationGraduate School of EducationHarvard University MARION O.SANDLERChairman and CEO Golden West Financial Corporation andWorld Savings and Loan Association ISABEL V.SAWHILL Senior FellowBrookings Institution LAWRENCE J.STUPSKI ChairmanStupski Family Foundation WILLIAM JULIUS WILSON Malcolm Wiener Professo

FAQs

What is Project GRAD, and what outcomes does it target in Newark?

Project GRAD (Graduation Really Achieves Dreams) is an education initiative combining reforms to increase reading and math achievement, improve classroom behavior, reduce dropout rates, and raise college enrollment and graduation rates in targeted inner-city schools.

Which evidence sources were used to evaluate Project GRAD Newark?

The report uses evaluation data from the implementation period, including field research, teacher surveys and focus groups, and analysis of student data.

What were the evaluation findings about implementation and early effects?

Implementation met and exceeded planned expectations, and although reading and math components were not yet implemented, other program components produced positive effects for some students’ achievement.

Sep 14, 2026

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