Comprehensive Support and Student Success: Can out of School Time Make a Difference?

Autor/in	Komisarow, Sarah
Titel	Comprehensive Support and Student Success: Can out of School Time Make a Difference?
Quelle	In: Education Finance and Policy, 17 (2022) 4, S.579-607 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Academic Achievement; Nutrition Instruction; Social Support Groups; Disadvantaged; Middle School Students; High School Students; Outcomes of Education; Admission Criteria; Grade Point Average; Grade 9; Comparative Analysis; Program Evaluation; Academic Failure; Discipline; Graduation Rate; Low Income Students; Achievement Gap; Nonprofit Organizations; Program Descriptions; Institutional Mission; Summer Programs; Credits; Student Characteristics; Race; Ethnicity; English Language Learners; Gifted; Special Education; Charter Schools; Age Differences; Reading Achievement; Mathematics Achievement; North Carolina (Durham) + Suchen Sie Ihr Suchwort? Schulleistung; Nutrition education; Ernährungserziehung; Social support; Soziale Unterstützung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Lernleistung; Schulerfolg; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; School year 09; 9. Schuljahr; Schuljahr 09; Programme evaluation; Programmevaluation; Disziplin; Nonprofit-Organisation; Sommerkurs; Rasse; Abstammung; Ethnizität; Begabter, Hoch Begabter; Special needs education; Sonderpädagogik; Sonderschulwesen; Charter school; Charter-Schule; Age; Difference; Age difference; Altersunterschied; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	StudentU is a comprehensive program that provides education, nutrition, and social support services to disadvantaged middle and high school students outside of the regular school day. In this paper I investigate the effects of this multiyear program on the early high school outcomes of participating students by exploiting data from oversubscribed admissions lotteries. I find that the subgroup of lottery winners who entered the comprehensive program with low baseline achievement earned more course credits (0.82 credits), achieved higher grade point averages (0.37 grade points), and were less likely to be suspended (17.1 percentage points) during ninth grade than their lottery loser counterparts. Investigation of intervening variables indicates that on-time grade progress and decreases in course failure and disciplinary infractions are potential mediating channels. Using an index of early high school outcomes, I predict that lottery winners are around 4 percentage points more likely to graduate from high school than lottery losers (5 percent effect). These results suggest that comprehensive services delivered outside of the regular school day have the potential to improve the educational outcomes of disadvantaged students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01