Project Support to Affirm Rising Talent (START) was a collaborative research effort between a university and a large urban school district. While the project had multiple purposes, the focus of this article is to report the efficacy of specific interventions (mentoring, parental involvement, and multicultural curricula) on academic achievement of primary grade students from low-socioeconomic environments who participated in the project. Quantitative results suggest that the interventions had no statistically significant effect on student achievement in any grade. However, by the end of the project, students, typically identified as at-risk, were on grade level.
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