Focusing on the Whole Student: An Evaluation of Massachusetts's Wraparound Zone Initiative

Autor/inn/en	Gandhi, Allison Gruner; Slama, Rachel; Park, So Jung; Russo, Patrick; Winner, Kendra; Bzura, Robin; Jones, Wehmah; Williamson, Sandra
Titel	Focusing on the Whole Student: An Evaluation of Massachusetts's Wraparound Zone Initiative
Quelle	In: Journal of Research on Educational Effectiveness, 11 (2018) 2, S.240-266 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2017.1413691
Schlagwörter	Comparative Education; Comparative Analysis; Attendance; Retention (Psychology); Suspension; Educational Environment; Quasiexperimental Design; Cohort Analysis; Matched Groups; Institutional Characteristics; Academic Achievement; Effect Size; Holistic Approach; Student Development; State Programs; Program Effectiveness; Program Evaluation; Elementary Secondary Education; Statistical Analysis; Qualitative Research; Massachusetts + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Anwesenheit; Merkfähigkeit; Ausschluss; Schulausschluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kohortenanalyse; Schulleistung; Holistischer Ansatz; Regierungsprogramm; Programme evaluation; Programmevaluation; Statistische Analyse; Qualitative Forschung; Master-Studiengang
Abstract	We used a comparative interrupted time series design to examine the impact of the Massachusetts' Wraparound Zone Initiative on student achievement, attendance, retention, and suspension. This initiative was designed to create coordinated district systems that allow schools to proactively and systematically address students' nonacademic needs. The state education agency awarded grants to seven high-need districts, each of which used the funds to support a select group of schools in implementing strategies that focused on school climate and culture, family engagement, systems to identify and address student needs, and community partnerships. Results from this study showed that students in Wraparound Zone schools performed better on state academic assessments than students in comparison schools, when considering prior achievement trends. Effects were statistically significant in the 3rd year of implementation. The impact on academic achievement was greatest for third- and fourth-grade students, and was particularly strong for English learners. There was no statistically significant overall impact on attendance, retention, or suspension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01