01 02 03 Institute for Effective Education, University of York: First-year effects of the Communities in Schools programme 04 05 15 16 19 20 21 22 23 24 25 26 27 28 31 32 33

First-year effects of the Communities in Schools programme

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MDRC has released a report describing the first-year results of a randomised study of the Communities in Schools (CIS) programme. This is a programme designed to prevent at-risk middle and high school pupils in the US from dropping out by providing them with academic, behavioural, and emotional supports through an organised, in-school, case-managed system.

The study took place in 28 schools during the 2012-2013 school year. The sample included 2,230 pupils, of which 1,140 were assigned to the CIS group, and 1,090 were assigned to receive the regular support services provided by their schools. Both groups were predominantly ethnic minority and low income, and similar in terms of attendance rate, academic achievement, and EAL status, the only difference being that the experimental group was 2.8% more likely to receive free- or reduced-price lunches.

Following one year of services, CIS pupils were more likely than the controls to report having positive relationships with adults outside the home or school setting, to report positive peer relations, and to view education as valuable. However, the case-managed group did not demonstrate more gains in attendance, academics, or discipline than the control group.

The authors discuss areas for improving the programme and will examine the second year of data to continue to assess findings.

Source: Case Management for Students at Risk of Dropping Out: Implementation and Interim Impact Findings from the Communities In Schools Evaluation (2015), MDRC.

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