A New Model for Student Support in High-Poverty Urban Elementary Schools: Effects on Elementary and Middle School Academic Outcomes

Autor/inn/en	Walsh, Mary E.; Madaus, George F.; Raczek, Anastasia E.; Dearing, Eric; Foley, Claire; An, Chen; Lee-St. John, Terrence J.; Beaton, Albert
Titel	A New Model for Student Support in High-Poverty Urban Elementary Schools: Effects on Elementary and Middle School Academic Outcomes
Quelle	In: American Educational Research Journal, 51 (2014) 4, S.704-737 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214541669
Schlagwörter	Urban Schools; Poverty; Elementary Schools; Program Effectiveness; Student Personnel Services; Student Needs; Public Schools; Intervention; School Community Programs; Recordkeeping; Longitudinal Studies; Quasiexperimental Design; Comparative Analysis; Control Groups; Experimental Groups; Student Characteristics; Institutional Evaluation; Grades (Scholastic); Regression (Statistics); Outcomes of Treatment; Report Cards; Academic Achievement; Middle School Students; Elementary School Students; Massachusetts; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Leistungsnachweis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Notenspiegel; Regression; Regressionsanalyse; Berichtszeugnis; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Master-Studiengang
Abstract	Efforts to support children in schools require addressing not only academic issues, but also out-of-school factors that can affect students' ability to succeed. This study examined academic achievement of students participating in City Connects, a student support intervention operating in high-poverty elementary schools. The sample included 7,948 kindergarten to fifth-grade students in a large urban district during 1999-2009. School-and student-level treatment effects on report card grades and standardized test scores in elementary through middle school were estimated. Propensity score methods accounted for pre-intervention group differences. City Connects students demonstrated higher report card scores than comparisons and scored higher on middle school English language arts and mathematics tests. This study provides evidence for the value of addressing out-of-school factors that impact student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10