Integrated Student Support and Student Achievement: A Replication Study. EdWorkingPaper No. 23-706

Autor/inn/en	Noman Khanani; Anastasia E. Raczek; Yan R. Leigh; Claire Foley; Mary E. Walsh; Eric Dearing
Institution	Annenberg Institute for School Reform at Brown University
Titel	Integrated Student Support and Student Achievement: A Replication Study. EdWorkingPaper No. 23-706
Quelle	(2023) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Poverty; At Risk Students; Low Income Students; Economically Disadvantaged; Elementary School Students; Middle School Students; Academic Achievement; Language Arts; Mathematics Achievement; Achievement Gains; Student Needs; Intervention; Program Effectiveness; Urban Schools + Suchen Sie Ihr Suchwort? Armut; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Growing up in poverty presents numerous nonacademic barriers that impede academic progress for economically disadvantaged students (Duncan and Murnane, 2016). Because schools alone have limited capacity to address the systemic nature of economic inequalities that directly affects student outcomes, policymakers and researchers in recent years have increased calls for the use of comprehensive, integrated support models and wraparound services (Wasser Gish, 2019). Although research on the effects of such interventions has been mixed, evaluations of one model -- City Connects -- have found significant achievement gains for students who received the intervention in elementary school (Walsh et al., 2014). Given the need to understand the replicability of interventions beyond initial sites of implementation, we assessed the degree to which the intervention effect on math and English Language Arts (ELA) achievement in elementary and middle school replicates in a new site with an important geographical variation. Results from two-way fixed effects and event-study models suggest positive treatment effects of nearly half a standard deviation in both subjects following five years of implementation, supporting the replicability of City Connects. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08