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ERIC Number: EJ1101596
Record Type: Journal
Publication Date: 2016-May
Pages: 28
Abstractor: As Provided
ISSN: EISSN-2164-0246
The Relationship of a Systemic Student Support Intervention to Academic Achievement in Urban Catholic Schools
Shields, Katherine A.; Walsh, Mary E.; Lee-St. John, Terrence J.
Journal of Catholic Education, v19 n3 Article 7 May 2016
Much of the achievement gap between rich and poor students can be attributed to out-of-school factors, yet few schools have a comprehensive, coordinated system for addressing students' nonacademic needs. Within a group of Catholic schools located in one city, this study examined academic achievement on the Stanford Achievement Test battery in mathematics, reading, and language among second- through eighth-grade students participating in such an intervention, and compared the results with those of similar nonparticipating students in nearby cities. Using hierarchical longitudinal growth modeling and adjusting for demographic characteristics, this study found that students in intervention schools outperformed the comparison group on average in sixth-grade mathematics. Intervention students also experienced significantly higher rates of growth in achievement than the comparison group in all three subjects. The results suggest that systemic service provision models have the potential to help urban Catholic schools meet their mission of educating the whole child and serving the poorest families.
Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts (Boston)
Identifiers - Assessments and Surveys: Stanford Achievement Tests
Grant or Contract Numbers: N/A