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Despite the appeal of promoting and forming collaborative relationships between schools, empirical evidence for an association between school-to-school collaboration and school outcomes is still somewhat lacking. This study utilized data from 76 schools nested within 56 districts in the United States to examine the association between a school's reciprocal relationships and school outcomes by employing social network analysis and hierarchical linear modeling (HLM). After controlling for school and district demographic characteristics, we found the indices of reciprocal collaboration are associated with the school's 2018 student proficiency level in both math and reading and the growth in proficiency level between 2017 and 2018. The implications and limitations were discussed.

On-time high school graduation is an important topic in educational research, policy, and practice. However, no comprehensive meta-analyses had been conducted on this topic. The current meta-analysis reviewed 47 articles published from 1985 to April 2022 and aggregated the effect in four dimensions: student background, family support, school program and support, and school climate, with a focus on school-related practices, policies, and programs. Twelve factors along various dimensions had statistically significant positive or negative effects on on-time graduation. Implications of these findings are discussed.