The Relationship of a Systemic Student Support Intervention to Academic Achievement in Urban Catholic Schools

Shields, Katherine A.; Walsh, Mary E.; John, Terrence J. Lee-St.

doi:10.15365/joce.1903072016

Cited by 5 publications

(2 citation statements)

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“…For example, Kelly and Majerus (2011) found in their analysis of Chicago School Study data that classrooms implementing rigorous, problem-based instructional techniques tended to generate higher student achievement, but found these techniques to be no more or less prevalent in Catholic schools than other schools. Shields et al (2016), in their evaluation of a comprehensive student support and wrap-around service program, and Lore et al ( 2016), in their evaluation of an early mathematics learning intervention, found that students in Catholic schools receiving these interventions tended to have higher achievement. While these studies found Catholic schools had made space to implement these interventions, neither study described these interventions as necessitating Catholic school environments to be successful.…”

Section: Explaining Student Outcomes In Urban Catholic Schoolsmentioning

confidence: 99%

“…Several studies included in this review did attempt to account for and explain urban Catholic school sector effects on student outcomes (Carbonaro & Covay, 2010;Kelly & Majerus, 2011;Lore et al, 2016;Robey & Helfenbein, 2018;Shields et al, 2016). Previous research had established that urban Catholic secondary schools have distinct organizational structures-a core academic curriculum that all students take, a decentralized form of governance that allows for local decision-making, a mission-driven sense of community solidarity-that directly contribute to the "common school effect" (Bryk et al, 1993).…”

Section: Explaining Student Outcomes In Urban Catholic Schoolsmentioning

confidence: 99%

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Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

et al. 2021

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Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and students of color. In an era of declining Catholic school enrollments, urban Catholic school advocates have argued that urban Catholic school closures would deny these students one of the best educational opportunities available to them. However, there have been few attempts in recent years to synthesize research in, on, and about urban Catholic schools to see if the sector's historical legacy is still present. In this article, we systematically reviewed 80 recently published empirical research studies focused at some level on the effects, operations, and reforms currently present in urban Catholic education. We found that while positive effects of urban Catholic schools on student outcomes can still be identified, these effects are not consistently present in all urban Catholic schools and there is little evidence to suggest that the sector as a whole has enacted the social justice mission for which it is best known. In light of these findings, we conclude our review with suggestions for future research that connects urban Catholic schooling to contemporary issues present across all U.S. urban education.

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Section: Explaining Student Outcomes In Urban Catholic Schoolsmentioning

confidence: 99%

Section: Explaining Student Outcomes In Urban Catholic Schoolsmentioning

confidence: 99%

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

et al. 2021

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Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Dietrichson

Filges

Seerup

et al. 2021

Campbell Systematic Reviews

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Background: Low levels of numeracy and literacy skills are associated with a range of negative outcomes later in life, such as reduced earnings and health. Obtaining information about effective interventions for children with or at risk of academic difficulties is therefore important.Objectives: The main objective was to assess the effectiveness of interventions targeting students with or at risk of academic difficulties in kindergarten to Grade 6.Search Methods: We searched electronic databases from 1980 to July 2018. We searched multiple international electronic databases (in total 15), seven national repositories, and performed a search of the grey literature using governmental sites, academic clearinghouses and repositories for reports and working papers, and trial registries (10 sources). We hand searched recent volumes of six journals and contacted international experts. Lastly, we used included studies and 23 previously published reviews for citation tracking.Selection Criteria: Studies had to meet the following criteria to be included:• Population: The population eligible for the review included students attending regular schools in kindergarten to Grade 6, who were having academic difficulties, or were at risk of such difficulties.• Intervention: We included interventions that sought to improve academic skills, were conducted in schools during the regular school year, and were targeted (selected or indicated).• Comparison: Included studies used an intervention-control group design or a comparison group design. We included randomised controlled trials (RCT); quasirandomised controlled trials (QRCT); and quasi-experimental studies (QES).• Outcomes: Included studies used standardised tests in reading or mathematics.

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The impact of comprehensive student support on teachers: Knowledge of the whole child, classroom practice, and Teacher Support

Sibley

Theodorakakis

Walsh

et al. 2017

Teaching and Teacher Education

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The Relationship of a Systemic Student Support Intervention to Academic Achievement in Urban Catholic Schools

Cited by 5 publications

References 43 publications

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

The impact of comprehensive student support on teachers: Knowledge of the whole child, classroom practice, and Teacher Support

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