The BARR Model has a 18-year track record of student success, paired with improved job satisfaction among teachers.
Imagine talking with a 9th grader who improved from earning D's and F's in his first semester to earning all A's and B's in his second semester. Or a student who improved his grades enough to be eligible to play soccer. Or a student who felt comfortable enough to discuss her addiction with her teachers, relied on their support to get help, and stayed sober the entire school year.
These are stories of students whose lives were changed by teachers using the BARR Model. And they are not isolated successes. Schools using BARR have seen improvements across the board:
Higher standardized scores in reading and mathematics
In a controlled study at Hemet High School (CA), half of the 9th grade class in the 2011–12 school year were taught using the BARR Model, and half were taught using the school's existing approach. Students taught with BARR showed, on average, two years' growth in mathematics, while students taught with the existing approach lost a year. BARR students also earned significantly more credits, had higher grade point averages, had a lower course failure rate, and had higher standardized scores in reading.
Fewer students experiencing academic failure
At West Valley High School (CA), eligibility for all freshmen football players increased 20 percentage points (from 76% to 96%) in the first semester after implementing BARR with half of the 9th grade class.
Improved passing rate
At St. Louis Park High School (MN), the percentage of 9th graders passing all of their courses went from 56% in 1998 to 89% in 2013.
Improved graduation rates
Bucksport High School (ME) implemented BARR in fall 2011, and its graduation rate increased from 73% to 91% between spring 2011 and spring 2014.
More AP and IB tests taken
At St. Louis Park High School (MN), the number of AP and IB tests taken increased from 200 to 1,160 in 14 years (from fall 1998 to spring 2011).
One semester after implementing BARR with half the 9th grade class, West Valley High School (CA) saw suspensions decrease by 76% (from 29 to 7 suspensions).
At Noble High School (ME), students participating in the BARR Model were absent a combined 358 days in the first semester of 2014, compared with a combined 705 days absent for non-BARR students.