More than 60 percent of
America’s black and Hispanic school children are living in poor or low-income
families, and more than one in five children overall are in poverty, putting
many of these students at risk for educational failure. A new study describes a promising strategy for providing at-risk students the academic and
non-academic supports necessary for educational success.
Child Trends conducted an extensive review of the research and evaluations underlying
Integrated Student Support (ISS) approaches operating in elementary, middle,
and high schools across the country. ISS approaches promote academic success by
securing and coordinating supports tailored to the specific needs of at-risk
students. These supports can include tutoring and mentoring, linking students
to physical and mental health care, and connecting their families to parent
education, family counseling, and food banks. A key component of all these
models is the use of assessments to identify supports needed and data to
monitor progress over time.
“Overall,
we found that ISS is solidly grounded in decades of research on child and youth
development, there is promising initial evidence that ISS models improve
academic outcomes, and there are preliminary studies finding a positive return
on investment,” said Kristin Anderson Moore, Ph.D., senior scholar Child Trends
and lead author of the study. “Because the evidence is both promising and
preliminary, we urge the field to continue to refine and test ISS models.”
Leading
organizations with ISS approaches include: Beacon Initiative, Children’s Aid
Society Community Schools, City Connects, Comer School Development Program,
Communities In Schools, Say Yes to Education, and School of the 21st Century. Child Trends estimates that about 75
percent of the students served by an ISS approach are black or Hispanic, and
largely from low-income families. The largest provider is Communities In
Schools, which serves 1.3 million K-12 students in 2,200 schools.
Core
Findings
In an
extensive scholarly report and shorter white paper, Child Trends reported the
following findings:
• There is emerging
evidence that ISS models can contribute to student academic progress as
measured by grade promotion, credit completion, math achievement, overall GPA;
attendance, and for reading achievement. This finding is based on 11 rigorous evaluations
completed to date; but the evidence is more consistent from quasi-experimental
studies as opposed to the more rigorous random-controlled evaluations.
• Preliminary studies find
a positive return on investment in ISS. To date, there have been three studies of the long-term
payback for investments in ISS. While there were variations in study methods,
all of the studies found positive ROIs, ranging from more than $4 to $15 saved
for every $1 invested.
• ISS, as a
student-centered approach, is firmly grounded in child and youth development
research. ISS
models embrace a "whole child" perspective that recognizes the
importance of a child's health and safety, socio-emotional development,
behavior, and relationships to his or her educational success. ISS also
recognizes that educational success is affected by multiple contexts, in and
out of school. Research clearly indicates that the likelihood of academic
success is enhanced by a more comprehensive set of supports.
• ISS is also aligned well
with empirical research on the varied factors that promote educational success.
A large body of
empirical research, as well as new analyses by Child Trends, indicate that
school success (or failure) is the product of multiple and varied factors at
the individual, family, and school levels. This suggests that providing an
array of academic and non-academic supports in a coordinated fashion, as ISS
does, is a more effective strategy than focusing on one, or a small set of,
supports.
• High-quality
implementation is important to achieve positive outcomes. This finding is consistent with
studies of early childhood and after-school programs. However, evidence from
ISS implementation evaluations, about which specific practices and/or services
contribute to better outcomes, is mixed and inconclusive, warranting further
study.
Achievement
Disparities and School Success
Disparities
in test scores between poor and wealthier U.S. students have grown in the past
ten years; the income gap is now larger than the black-white achievement gap.
However, black and Hispanic children are approximately twice as likely as white
children to be living in poverty, with the myriad disadvantages that poverty
implies. Both black and Hispanic students are at least twice as likely as white
students to drop out of high school. When it comes to attaining a bachelor’s
degree, white students are 75 percent more likely to do so than are blacks and
are more than one-and-a-half times more likely to do so than are their Hispanic
peers.
“ISS
approaches recognize that academic success depends on a range of factors, which
makes these programs well suited for addressing the academic and non-academic
needs of at-risk students, if they are implemented with quality,” added Moore.
“These programs complement reform efforts to improve the academic performance
of our schools.”
About
the Study
Child
Trends drew on research in child and youth development, examined the empirical
research on the factors that affect school success, conducted additional quantitative
analyses, examined existing program evaluations, and interviewed leading
practitioners in the ISS field. Bloomberg Philanthropies and AT&T provided
funding for the Child Trends’ research report and its dissemination.
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