The Relationship Between Integrated Student Support in Middle School and Student Achievement

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Evaluating Middle School Programs

Abstract

Growing up in poverty presents numerous nonacademic barriers that impede academic progress for economically disadvantaged students. Because schools themselves 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. Although research on the effects of such interventions has been mixed, multiple evaluations of one model – City Connects – have found significant achievement gains for students who first received the intervention in elementary school. We present new preliminary evidence on the effects of first receiving the intervention in middle school, finding that student achievement in math and reading improved by the second year of implementation.

Authors

• Noman Khanani, Boston College

• Anastasia Raczek, City Connects

• Yan Leigh, Boston College

• Mary Elizabeth Walsh, Boston College