# Targeted Outreach Programs ## expand\_more ## Key Issue Overview Students who lack adequate support from general school programs, including limited access to college guidance, often face systemic barriers that restrict their postsecondary opportunities. The challenges can be compounded for students from historically underrepresented groups. Programs like Quantum Opportunity and EXCEL aim to address the gaps in support by providing more intensive assistance than what is typically available in high schools, often through partnerships with community organizations or higher education institutions. Quantum Opportunity targets students who are experiencing significant academic challenges and are at risk of dropping out. This program offers multi-year interventions that include mentoring, life skills development, and financial incentives. In contrast, EXCEL focuses on minority students who have demonstrated strong academic potential, but who might otherwise lack the resources or encouragement to pursue higher education. Both programs aim to improve graduation rates and increase college enrollment through mentoring, academic enrichment, college advising, and financial incentives to encourage participation. Although these programs often operate on a limited scale, they demonstrate the potential of providing sustained, personalized support to improve long-term outcomes for students who might otherwise struggle to access postsecondary opportunities. ### Research Evidence expand\_more This set of studies examines the impact of targeted outreach programs that offer intensive, individualized support to selected students. The Quantum Opportunity Program (QOP) showed mixed results overall, with no significant effects on education, employment, or behavioral outcomes when evaluated across the full sample ([Schirm et al., 2006](https://eric.ed.gov/?id=ED498110)). However, follow-up studies ([Rodríguez-Planas, 2012](https://www.aeaweb.org/articles?id=10.1257/app.4.4.121); [Rodríguez-Planas, 2](https://www.sciencedirect.com/science/article/abs/pii/S0167268117301245)017) revealed that certain subgroups, female participants and those with a higher predicted risk of drug use, experienced meaningful improvements. A separate study of the EXCEL program, which served academically capable middle school students, found that the program did not impact overall college enrollment but did increase college aspirations and enrollment at the sponsoring university ([Bergin et al., 2007](https://eric.ed.gov/?id=EJ785008)). Taken together, these results suggest that targeted support programs may be most effective when aligned with students’ needs. Quantum Opportunity EXCEL ## Quantum Opportunity **What the Studies Tested:** - The studies evaluated the effects of the Quantum Opportunity Program (QOP), a multi-year intervention targeting students with low academic performance with a high risk of dropping out. Evaluations examined both short-term academic indicators and longer-term impact on college enrollment, employment, and behavioral outcomes, with one study focusing specifically on subgroups defined by age or risk level. **What the Studies Found:** - The studies found that QOP improved high school graduation rates and increased postsecondary enrollment, particularly for younger participants and female participants. Participants with a higher predicted likelihood of drug use saw the most substantial gains not only for educational outcomes but long-term outcomes such as employment and reduction in risky behaviors. *Click the dropdowns below to read summaries of each study included in the overall synthesis. Unless noted otherwise, all reported effects are statistically significant at the p<.05 level. Studies are linked (see author name and publication date). When available, we link an open access version of the study*. [Explore our methodology](/rc-methodology) Open all sections Close all sections ### Quantum Opportunity Program Demonstration (Schirm et al., 2006) expand\_more **Study:** **The Quantum Opportunity Program Demonstration: Final Impacts (**[**Schirm et al., 2006**](https://eric.ed.gov/?id=ED498110)**)** **Intervention**: Participation in the Quantum Opportunity Program (QOP), which targeted high schools with dropout rates over 40%. Supported by the US Department of Labor and the Ford Foundation, the program provided mentoring, academic support, life skills training, and financial incentives. Students received four years of assistance throughout their high school years, and an additional year if they needed to repeat a grade. Students received one-on-one mentoring and participated in three types of activities: 1) developmental activities to reduce risky behaviors, 2) educational services to improve academic achievement, high-school completion, and postsecondary education enrollment, and 3) community service to help students develop a sense of responsibility. **Context**: - The study examined 1,069 9th-grade students from 11 urban high schools across 7 locations in the United States: Cleveland (OH), Fort Worth (TX), Houston (TX), Memphis (TN), Philadelphia (PA), San Antonio (TX), and Washington, DC. It focused on low-performing students who had eighth-grade GPAs below the 66th percentile and the majority of participants were from minority groups (primarily African American and Hispanic backgrounds). - The intervention took place between 1995 and 2001, and the outcomes were measured when participants were 19, 21, and 24 years old, with data collection concluding in 2005. **Research Design**: Randomized Controlled Trial **Findings**: - QOP did not increase students’ likelihood of completing high school, enrolling in postsecondary education or training, or having a job with benefits. - QOP did not improve students’ high school grades or achievement test scores, nor reduce any of a broad range of risky behaviors, such as binge drinking, illegal drug use, crime, or teen parenting. **Subgroup Findings:** **Younger enrollees** (age 14 or younger when they entered the 9th grade) showed: - +7 percentage points in likelihood of receiving a high school diploma - +6 percentage points in likelihood of receiving a high school diploma or GED - +10 percentage points in likelihood of engaging in postsecondary education or training - +10 percentage points in likelihood of completing at least 2 years of college, vocational/technical school, apprenticeship, or military service ### Long-Term Impacts of Quantum Opportunity Program (Rodríguez-Planas, 2012; Rodríguez-Planas, 2017) expand\_more **Study:** **Longer-Term Impacts of Mentoring, Educational Services, and Learning Incentives: Evidence from a Randomized Trial in the United States (**[**Rodríguez-Planas, 2012**](https://www.aeaweb.org/articles?id=10.1257/app.4.4.121)**;** [**Rodríguez-Planas, 2017**](https://www.sciencedirect.com/science/article/abs/pii/S0167268117301245)**)** **Intervention**: Participation in the Quantum Opportunity Program (QOP), which targeted high schools with dropout rates over 40%. Supported by the US Department of Labor and the Ford Foundation, the program provided mentoring, academic support, life skills training, and financial incentives. Participating students received four years of service during their high school years, and an additional year when students fell behind in grade. While students received one-on-one mentoring, they also participated in three different activities: 1) developmental activities to reduce risky behaviors, 2) educational services to improve academic achievement, high-school completion, and postsecondary education enrollment, and 3) community service to help students develop a sense of responsibility. In addition to examining overall long-term impacts of the program on academic and behavioral outcomes ([Rodríguez-Planas, 2012](https://www.aeaweb.org/articles?id=10.1257/app.4.4.121)), a follow-up study ([Rodríguez-Planas, 2](https://www.sciencedirect.com/science/article/abs/pii/S0167268117301245)017) focused on students with high predicted risk of drug use. **Context**: - The study examined 1,069 9th-grade students (580 in the QOP group and 489 in the control group) from 11 urban high schools across 7 locations in the United States. It focused on low-performing students who had eighth-grade GPAs below the 66th percentile, primarily from minority groups, including African American and Hispanic backgrounds. The intervention took place between 1995 and 2001, and the outcomes were measured when participants were 19, 21, and 24 years old, concluding data collection in 2005. **Research Design**: Randomized Controlled Trial **Findings**: *Outcomes were measured at several points: when participants were in their late teens, early-20s, and mid-20s. The timepoint of each outcome is in parentheses.* - *College and Postsecondary Education* - +5.3 percentage points in high school graduation (late teens) - +5.5 percentage points in college attendance or acceptance (late teens) - +5.0-8.5 percentage points in attending postsecondary education - +5 percentage points in attending postsecondary education (late teens) - +8.5 percentage points in attending postsecondary education (early 20s) - +7.4 percentage points in attending postsecondary education (mid-20s) - +7 percentage points more likely to complete two years of college or training (mid-20s) - *Employment (data collection started when participants were in their early twenties)* - -8.9 percentage points in full-time employment (early 20s) - -6.5 percentage points less likely to have a full-time job with health insurance (early 20s) - No long-term employment gains observed by mid 20s, despite short-term adverse effects fading - *Risky Behaviors (binge drinking, illegal drug use, crime, or teen parenting)* - No significant effects in late teens or early 20s, but risky behavior outcomes worsened for males by mid 20s **Subgroup Findings:** - *Female participants* - +11.3 percentage point increase in college attendance. - *Male participants* Showed some negative effects of participation - Earned $1.23 less per hour in their early 20s - +4.4 percentage point increase in probability of being arrested by mid 20s - +4 percentage point increase in probability of criminal activity by mid 20s ***For students in the top half of the predicted drug use distribution, participating in QOP** **(***[Rodríguez-Planas, 2](https://www.sciencedirect.com/science/article/abs/pii/S0167268117301245)017)***:*** - *High school completion* - Increased likelihood of high school completion by 7.9-8.8 percentage points. - +7.9 percentage points (late teens) - +8.8 percentage points (early 20s) - +8.8 percentage points (mid-20s) - *Postsecondary education participation* - Increased likelihood of attending college by 8.9-14.9 percentage points - +8.9 percentage points of attending or being accepted to college (late teens) - +14.9 percentage points of attending college (early-20s) - +11.5 percentage points of attending college (mid-20s) - Increased chance of completing two years of college or training by 10.1 percentage points (mid-20s) - *Employment* - Increased likelihood of having a job with health insurance by 5.8 percentage points (mid-20s) - Increased hourly wages by an average of $1.18 (mid-20s) - *Risky Behaviors (binge drinking, illegal drug use, crime, or teen parenting)* - Decreased illegal drug use by 7.9 percentage points (early 20s) - Decreased crime activity by 3.0 percentage points (early 20s) - Students in the bottom half of the predicted drug use distribution saw no meaningful benefits from QOP. In some cases, employment outcomes or risky behaviors modestly worsened. ## EXCEL **What the Studies Tested:** - The EXCEL program was evaluated through a randomized experiment that followed academically capable 8th-grade minority students. The study aimed to assess EXCEL’s impact on students’ academic performance, college aspirations, and postsecondary enrollment. **What the Studies Found:** - The EXCEL increased students’ aspirations to attend college and led to higher rates of enrollment at the sponsoring university. However, it did not produce measurable effects on high school GPA, self-esteem, or overall postsecondary enrollment across all institutions. While the program showed promise in motivating students to pursue advanced education, its broader impact on academic achievement and college-going behavior appeared limited. *Click the dropdowns below to read summaries of each study included in the overall synthesis. Unless noted otherwise, all reported effects are statistically significant at the p<.05 level. Studies are linked (see author name and publication date). When available, we link an open access version of the study*. [Explore our methodology](/rc-methodology) Open all sections Close all sections ### EXCEL Program (Bergin et al., 2007) expand\_more **Study:** **Effects of a college access program for youth underrepresented in higher education: A randomized experiment (**[**Bergin et al., 2007**](https://eric.ed.gov/?id=EJ785008)**)** **Intervention**: Participation in the EXCEL program. The EXCEL program targeted academically capable eighth-grade students—those with a minimum B average and standardized test scores at or above grade level. The program offered a guaranteed scholarship to the sponsoring university upon successful completion of high school as well as enrichment activities throughout high school, including academic support, college preparation workshops, and mentoring. **Context**: The study took place in a mid-sized Midwestern city and focused on students who have been historically underrepresented in higher education, particularly African American and Latino youth. Although the program is not limited to low-income students, many participants came from low-income families. The sample included 83 eighth-grade students from both public and private schools and was sponsored by a public doctoral-granting university. The program’s goal is to increase college enrollment at the sponsoring university. **Research Design**: Randomized Controlled Trial **Findings**: *Compared to non-participants,* *EXCEL program participants...* - Did not differ in their high school grades or self-esteem. - Were more likely to report higher educational aspirations, including interest in pursuing an advanced degree. - Were more likely to enroll at the sponsoring university, though overall college enrollment rates were not significantly different between groups. ### Implementation Considerations expand\_more - **Partner with Local Colleges to Expand Access** EXCEL benefitted from a close partnership with a sponsoring university, and you don’t need a formal scholarship program to build similar connections. Rural schools can strengthen ties with nearby colleges or training programs through campus visits, guest speakers, summer programs, or dual-enrollment options. Who in your district already has relationships with local institutions? What would it take to grow those connections and make them part of your college access strategies? - **Build Trust through Consistent Student-Adult Relationships** Programs like QOP and EXCEL rely on sustained, high-touch engagement, often through a single mentor or case manager. Their success depends in part on students forming meaningful relationships with adults who can guide, motivate, and advocate for them over time. In rural contexts, this doesn’t have to mean adding new staff, trusted school staff or community partners can be trained to fill these roles? Who in your school or district is well-positioned to be a consistent go-to person for students? What professional development or structural support would help them take on this role? - **Make Support Meaningful by Connecting to Students’ Goals** Students are more likely to engage when the support they receive feels relevant to their identities and aspirations. QOP and EXCEL helped students stay motivated, whether by helping them imagine college or stay connected during hard times. This may have been a key mechanism by which the programs improved student outcomes. How might you adapt your approach to reflect students’ experiences, communities, and aspirations? What would it take to create more student-driven pathways?