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| Autor/in | Mccolskey-Leary, Collin Patrick |
|---|---|
| Titel | Making an Impact? Evaluating the Effectiveness of a Community-Based Model of Student Support |
| Quelle | (2021), (188 Seiten)
PDF als Volltext Ph.D. Dissertation, North Carolina State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-7806-5104-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Program Effectiveness; Program Evaluation; Academic Achievement; School Community Programs; School Community Relationship; At Risk Students; Attendance; Student Behavior; Dropout Rate; Middle School Students; High School Students |
| Abstract | Even after significant education turnaround efforts supported by federal and state agencies, achievement gaps between white students and students of color and students not living in poverty and students living in poverty persist (McFarland et al., 2018). Student academic outcomes are often driven by factors unrelated to teaching in classrooms (e.g., student engagement, attendance, and parent/family engagement that have historically not been the focus of school turnaround efforts (Hammond et al., 2007; Mac Iver & Mac Iver, 2009; Rumberger & Lim, 2008). School-community partnerships have shown promise when providing additional support to students placed at-risk of academic failure and dropout. Integrated Student Supports (ISS) are one such model of student support. Integrated Student Supports are "a school-based approach to promoting students' academic success by developing or securing and coordinating supports that target academic and non-academic barriers to achievement" (Moore & Emig, 2014). Communities In Schools (CIS) is a nationwide organization partnering with districts and schools to deliver Integrated Student Supports. This study is a quasi-experimental evaluation of the effect of a local CIS affiliate on student attendance, behavior, academic performance, and drop out. The study used propensity score analysis with inverse propensity weights to estimate the effect of CIS case-management on twelve analytic samples. Each analytic sample contained different students based on three factors: (1) whether the student attended or did not attend a school served by CIS, (2) whether the student was in middle or high school the year before being case-managed by CIS, and (3) whether students were enrolled in the school district in the 2017- 18, 2018-19, or both school years. The preferred model consisted of students case-managed by CIS for two (both) school years compared to students attending schools served by CIS but not case-managed. The results of this study are mixed, yet promising, especially for the CIS affiliate under study. Generally, similar to previous CIS evaluations, the analyses indicated that students case-managed by CIS for only one school-year (2017-18 or 2018-19), regardless of whether the comparison group was students attending or not attending CIS schools, did not have a consistent significant effect on student attendance, behavior, academic performance, or probability of dropping out (Parise et al., 2017). On the other hand, when compared to students attending schools served by CIS, students case-managed by CIS had significantly higher attendance rates and a significantly lower probability of dropping out. Specifically, students case-managed by CIS had a 1-2% higher attendance rate and were a third less likely drop out. A stronger effect was detected for students whose case-management started in middle school and carried over into high school. The implications of this study and recommendations for policy, practice, and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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