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Few students used all three software applications every year

• The number of students who used even a single software application in a year was extremely low.
• Approximately 20 percent of students eligible to participate in C3R engaged in at least one software application in a given year.
• No students met fidelity for the overall initiative.

Various factors influenced implementation

• No school implemented C3R as intended by WIN; school-designed implementation plans indicated schools had not intended to.
• Principals, teachers, and cooperative staff reported students could not log in or lost connectivity while using the software in the early years of C3R use.
• Principals and teachers reported students often completed work only to find that the software had not recorded their progress primarily in years 1 and 2 of C3R.
• Some teachers reported that the district had other software that provided similar supports for students as provided by the C3R software.
• The majority of schools were low-resourced schools with limited access to computers or other devices during the C3R school years.

School staff also identified factors that supported implementation

• Educators and the cooperatives' staff who participated in interviews supported the goals of C3R and reported that it was highly aligned with each school's improvement goals.
• The Kentucky Department of Education provides and manages high-speed internet in schools across the state. The access provided by the state eliminated some of the most basic barriers to implementing an online intervention.
• Regional meetings in the early years were helpful in learning from other schools.

The Kentucky Valley Educational Cooperative and Green River Regional Educational Cooperative received an Investing in Innovation (i3) development grant from the U.S. Department of Education to implement the Creating College and Career Readiness (C3R) initiative. The initiative offered a suite of software developed by WIN Learning (WIN) to support college and career readiness (CCR) among students in grades 8 through 12. The software suite was originally created for adults in workforce development programs and, in 2011, C3R was the first implementation of the suite in the kindergarten–12th grade context.

This report presents findings from the evaluation of C3R. One hundred twenty-seven schools, including technical schools and area technical centers, implemented the C3R initiative with students in grades 8 to 12 from the 2013–2014 to 2016–2017 school years. The initiative involved the implementation of three software applications that aimed to prepare students for life after high school.

• Chapter One

  Introduction

• Chapter Two

  Methods

• Chapter Three

  The C3R Initiative

• Chapter Four

  Implementation of C3R

• Chapter Five

  Effects of C3R on Student Outcomes

• Chapter Six

  Conclusions and Recommendations

• Appendix A

  Technical Appendixes