Recent evidence has established that non-cognitive skills (e.g., persistence and selfcontrol) are valuable in the labor market and are malleable throughout adolescence. Some recent high school interventions have been developed to foster these skills, but there is little evidence on whether they are effective. Using administrative data, we apply two methods to evaluate an intervention called OneGoal, which attempts to help disadvantaged students attend and complete college in part by teaching non-cognitive skills. First, we compare the outcomes of participants and non-participants with similar pre-program cognitive and non-cognitive skills. In doing so, we develop and validate a measure of non-cognitive skill that is based on readily available data and rivals standard measures of cognitive skill in predicting educational attainment. Second, we use an instrumental variable difference-in-difference approach that exploits the fact that OneGoal was introduced into different schools at different times. We estimate that OneGoal improves academic indicators, increases college enrollment by 10–20 percentage points, and reduces arrest rates by 5 percentage points for males. We demonstrate that improvements in non-cognitive skill account for 15–30 percent of the treatment effects.

Recent evidence has established that non-cognitive skills (e.g., persistence and selfcontrol) are valuable in the labor market and are malleable throughout adolescence. Some recent high school interventions have been developed to foster these skills, but there is little evidence on whether they are effective. Using administrative data, we apply two methods to evaluate an intervention called OneGoal, which attempts to help disadvantaged students attend and complete college in part by teaching non-cognitive skills. First, we compare the outcomes of participants and non-participants with similar pre-program cognitive and non-cognitive skills. In doing so, we develop and validate a measure of non-cognitive skill that is based on readily available data and rivals standard measures of cognitive skill in predicting educational attainment. Second, we use an instrumental variable difference-in-difference approach that exploits the fact that OneGoal was introduced into different schools at different times. We estimate that OneGoal improves academic indicators, increases college enrollment by 10–20 percentage points, and reduces arrest rates by 5 percentage points for males. We demonstrate that improvements in non-cognitive skill account for 15–30 percent of the treatment effects.

The purpose of this report is to measure the successes of HER's Cohort One in achieving the program goals.

The first section, "At a Glance", presents a brief overview of the key findings from the three chapters, as well as best practices and lessons learned from the pilot program beneficial for future HER cohorts and other programs. It also details the participants' activities after program graduation. The concluding section summarizes the best practices and lessons learned and draws conclusions from Cohort One's program experience.

Three appendices offer technical and background information on the program. Appendix I analyzes key components of the HER program, with reflections on each component from the key stakeholders such as HER students, guardians, and mentors. Appendix II covers the education context in Ethiopia and the need for the HER program. It also presents key information about the two schools in the HER program: School A and School B. Finally, Appendix III describes the evaluation methodology and limitations.

The purpose of this report is to measure the successes of HER's Cohort One in achieving the program goals.

The first section, "At a Glance", presents a brief overview of the key findings from the three chapters, as well as best practices and lessons learned from the pilot program beneficial for future HER cohorts and other programs. It also details the participants' activities after program graduation. The concluding section summarizes the best practices and lessons learned and draws conclusions from Cohort One's program experience.

Three appendices offer technical and background information on the program. Appendix I analyzes key components of the HER program, with reflections on each component from the key stakeholders such as HER students, guardians, and mentors. Appendix II covers the education context in Ethiopia and the need for the HER program. It also presents key information about the two schools in the HER program: School A and School B. Finally, Appendix III describes the evaluation methodology and limitations.

Foundations for a Better Oregon and the Chalkboard Project launched TeachOregon in 2012 to provide the opportunity for university teacher preparation programs and their community college and school district partners to work together to cocreate and pilot innovative models for collaborative, needs driven teacher preparation. The evaluation for the 3 year project is assessing (1) program implementation through a process study and (2) short term program outcomes through an impact study. 

The first two years of the TeachOregon initiative have featured important shifts in practice and an ongoing focus on a road set of interventions. The highlights of the Year 2 process study, based primarily on project teams' focus group descriptions of Year 2 work, can be summarized as follows. 

1. TeachOregon grantees continue to be actively engaged and highly committed to implementing the road set of interventions introduced during Year 1.
2. TeachOregon grantees report positive changes are taking place in each of the blueprint areas.
3. Partners are planning for TeachOregon activities to continue beyond the grant.
4. TeachOregon provides a framework and resources for responding to externally driven changes (e.g., edTPA, program accreditation).
5. Partners are successfully navigating leadership changes and internal and external communication challenges.
6. Partners are working to overcome internal and institutional barriers to change.
7. Collecting and reporting data required for the impact evaluation presented significant challenges to the grantees. In some cases, partners had never reviewed and shared components of their data.

Foundations for a Better Oregon and the Chalkboard Project launched TeachOregon in 2012 to provide the opportunity for university teacher preparation programs and their community college and school district partners to work together to cocreate and pilot innovative models for collaborative, needs driven teacher preparation. The evaluation for the 3 year project is assessing (1) program implementation through a process study and (2) short term program outcomes through an impact study. 

The first two years of the TeachOregon initiative have featured important shifts in practice and an ongoing focus on a road set of interventions. The highlights of the Year 2 process study, based primarily on project teams' focus group descriptions of Year 2 work, can be summarized as follows. 

1. TeachOregon grantees continue to be actively engaged and highly committed to implementing the road set of interventions introduced during Year 1.
2. TeachOregon grantees report positive changes are taking place in each of the blueprint areas.
3. Partners are planning for TeachOregon activities to continue beyond the grant.
4. TeachOregon provides a framework and resources for responding to externally driven changes (e.g., edTPA, program accreditation).
5. Partners are successfully navigating leadership changes and internal and external communication challenges.
6. Partners are working to overcome internal and institutional barriers to change.
7. Collecting and reporting data required for the impact evaluation presented significant challenges to the grantees. In some cases, partners had never reviewed and shared components of their data.

This case study places the Dell Young Leaders programme in context, maps the programme model, describes the programme impact and challenges, and outlines opportunities for key stakeholders to leverage learning from the programme to help spur needed systemic changes. The country faces urgent social and economic imperatives to ensure that a university degree and a trajectory of professional employment are not reserved for the privileged few. In reality, no bursary programme will ever be able to serve all the qualified students in need. This underscores the need for invested parties to consider taking steps to help first-generation, economically disadvantaged students succeed at university – and beyond. These steps involve minimising financial, situational, and psychosocial stressors that can contribute to a student's failure to graduate.

This case study places the Dell Young Leaders programme in context, maps the programme model, describes the programme impact and challenges, and outlines opportunities for key stakeholders to leverage learning from the programme to help spur needed systemic changes. The country faces urgent social and economic imperatives to ensure that a university degree and a trajectory of professional employment are not reserved for the privileged few. In reality, no bursary programme will ever be able to serve all the qualified students in need. This underscores the need for invested parties to consider taking steps to help first-generation, economically disadvantaged students succeed at university – and beyond. These steps involve minimising financial, situational, and psychosocial stressors that can contribute to a student's failure to graduate.