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ERIC Number: EJ1033163
Record Type: Journal
Publication Date: 2014-Aug
Pages: 34
Abstractor: As Provided
Reference Count: 76
ISSN: ISSN-0002-8312
A New Model for Student Support in High-Poverty Urban Elementary Schools: Effects on Elementary and Middle School Academic Outcomes
Walsh, Mary E.; Madaus, George F.; Raczek, Anastasia E.; Dearing, Eric; Foley, Claire; An, Chen; Lee-St. John, Terrence J.; Beaton, Albert
American Educational Research Journal, v51 n4 p704-737 Aug 2014
Efforts to support children in schools require addressing not only academic issues, but also out-of-school factors that can affect students' ability to succeed. This study examined academic achievement of students participating in City Connects, a student support intervention operating in high-poverty elementary schools. The sample included 7,948 kindergarten to fifth-grade students in a large urban district during 1999-2009. School-and student-level treatment effects on report card grades and standardized test scores in elementary through middle school were estimated. Propensity score methods accounted for pre-intervention group differences. City Connects students demonstrated higher report card scores than comparisons and scored higher on middle school English language arts and mathematics tests. This study provides evidence for the value of addressing out-of-school factors that impact student learning.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Elementary Secondary Education; Junior High Schools; Intermediate Grades; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Identifiers - Assessments and Surveys: Massachusetts Comprehensive Assessment System
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards