Making the Grade: A Progress Report and Next Steps for Integrated Student Supports. Publication #2017-53

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Autor/inn/en	Moore, Kristin Anderson; Lantos, Hannah; Jones, Rebecca; Schindler, Ann; Belford, Jonathan; Sacks, Vanessa
Institution	Child Trends
Titel	Making the Grade: A Progress Report and Next Steps for Integrated Student Supports. Publication #2017-53
Quelle	(2017), (153 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Needs; Well Being; Family Programs; Community Schools; Access to Health Care; Social Services; School Community Programs; Partnerships in Education; Needs Assessment; Data Collection; Academic Achievement; Graduation Rate; Federal Legislation; Educational Legislation; Disadvantaged Youth; Safety; Child Health; Grade Point Average; Attendance Patterns; Dropout Rate; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Family program; Familienprogramm; Community school; ; Gemeindeschule; Gemeinschaftsschule; Social service; Soziale Dienstleistung; Soziale Dienste; Hochschulpartnerschaft; Bedarfsermittlung; Data capture; Datensammlung; Schulleistung; Bundesrecht; Bildungsrecht; Schulgesetz; Benachteiligter Jugendlicher; Sicherheit
Abstract	In recent years, the education field has come to recognize the role of schools in supporting student health, safety, and well-being by developing integrated student support initiatives. These offer specific services and supports to students and their families to build a foundation for academic success. These initiatives, referred to as community schools and wraparound supports as well as integrated student supports models, help schools connect struggling children with secure housing, medical care, food assistance, tutoring, and other critical supports. While they are understood to be vital components of community efforts on behalf of children and families, they also further our nation's collective efforts to close education opportunity gaps, raise graduation rates, and better compete on the international stage. Child Trends evaluated these initiatives in a 2014 overview of the evidence regarding integrated student supports (ISS)--implementation models in which schools secure and deliver coordinated, school-based supports that target various barriers to student achievement. In general, ISS relies on five essential elements to support service delivery: community partnerships, student support coordination, integration into the school setting, needs assessments, and data tracking. The 2014 overview clarified that ISS was an emerging field of practice. With limited rigorous evaluations, Child Trends' researchers posited that ISS was a promising way to improve academic outcomes and see a substantial return on investment. Since then, interest in ISS models has grown. Educational achievement remains a major vehicle for individual and family success. Although the high school graduation rate has risen over the past decade, the United States still lags behind other countries, and large disparities persist in academic outcomes. ISS models aim to bolster academic performance by recognizing the importance of addressing students' nonacademic needs. Indeed, the 2015 reauthorization of the federal Elementary and Secondary Education Act (the Every Student Succeeds Act, or ESSA) encourages implementation of ISS for the first time. As written, ESSA now expressly permits schools and school districts to incorporate ISS into Title I targeted assistance programs for eligible students at risk of failing state academic achievement standards, and into Title IV, Part A activities that support student health and safety. Further, ESSA now makes available new federal formula dollars to states (under Title VI, Part A) to implement models that address student health, which could be utilized to support broader ISS models. With ISS now codified in federal law and expanding across the country, school districts and principals are in need of a more current review of the evidence to guide school implementation. To this end, Child Trends updated its review with a synthesis of findings from relevant resources--including evaluations, child development research and theory, implementation reports, interviews with principals, benefit/cost analyses, and analyses using the Social Genome Microsimulation model. (As Provided).
Anmerkungen	Child Trends. 7315 Wisconsin Avenue Suite 1200W, Bethesda, MD 20814. Tel: 240-223-9200; Fax: 240-200-1238; Web site: http://www.childtrends.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01