Do Community Schools Work for High-Needs Students? Evaluating Integrated Student Services and Outcomes for Equity

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 1
  In Roundtable Session: Answering the Call: Building Knowledge to Advance Equity Aims (Table 8)

Abstract

This study aims to improve community schools for high-needs students through integrated support services and enriched learning opportunities. Given the post-pandemic crises of students’ learning/wellbeing losses and inequalities, the study helps fill the gap in our knowledge base of community schools as evidence-based intervention strategies under the Every Student Succeeds Act (ESSA). Using mixed research methods, we examine whether and how the provision of integrated student support services (academic, socioemotional, health services) is empirically linked to the systemic improvement of whole-child/youth outcomes and the reduction of racial and socioeconomic inequalities across New York State. Equity-oriented statistical analysis of statewide school survey and report card datasets accompanied with in-depth case studies would inform community school policies/programs towards greater equity and accountability.

Authors

• Jaekyung Lee, University at Buffalo - SUNY

• Young Sik Seo, University at Buffalo - SUNY

• Myles S. Faith, University at Buffalo - SUNY

• Fabian Barch, University at Buffalo - SUNY

• Lino R Loja, University at Buffalo - SUNY