Integrated Student Support and Academic Achievement in Urban Catholic Schools: A Replication Study

• In Event: Making Sense of Innovations and Interventions in Catholic Pre-K–12 Schools

Abstract

The purpose of this study was to investigate the relationship between an integrated student support intervention and academic achievement in eight, K-8 urban Catholic schools serving a predominantly high-minority and high-poverty community. Student-fixed effects models were operationalized to determine how student achievement in math and reading changed following each year of receiving the intervention. The results suggest that student achievement improved significantly between the first and fourth year of implementation for students who started receiving the intervention as early as fourth grade, consistent with previous research evaluating the association between the intervention and academic achievement in urban Catholic schools. These findings contribute to the growing body of evidence demonstrating the positive association between integrated student support and academic outcomes.

Authors

• Noman Khanani, WestEd

• Anastasia Raczek, City Connects

• Mary Elizabeth Walsh, Boston College