Using the Extended Case Method to Expand the Scope of Policy Research: An Examination of the Educational Outcomes of a College Preparation Program for Low-Income, Racially Minoritized Students

This article describes how the extended case method, a tool of critical qualitative inquiry rooted in ethnography, can be used to inform policy research. Using examples drawn from a yearlong ethnographic study of a college preparation program, it demonstrates the utility of the extended case method for policy research through a discussion of literature on educational policy and qualitative research methods. It then uses study findings to show how the extended case method can address challenges related to context and meaning in policy evaluation focused on causal relationships. Implications for future qualitative policy work are also offered.

Assessing the Effects of a Community-Based College Preparation Program on the Academic Performance and Noncognitive Factors of Middle School Students

This study examines the intermediate effects of a community-based college preparation program in a fast growth, high-needs exurban district in Texas. Participants and a matched group of nonparticipants were compared on a variety of academic and noncognitive measures. Findings indicate program participation is associated with higher scores on the state reading assessment and self-reported expectations of college graduation but do not fully explain the previously documented long-term impact of the program. Using a developmental systems perspective, the authors illustrate interactions between multiple ecological contexts and how this approach can be useful when investigating the efficacy of college preparation programs.