Case Management for Students at Risk of Dropping Out: Implementation and Interim Impact Findings from the Communities in Schools Evaluation

Corrin, William; Parise, Leigh Mesler; Cerna, Oscar; Haider, Zeest; Somers, Marie-Andree

doi:10.2139/ssrn.2609366

Cited by 6 publications

(6 citation statements)

References 9 publications

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“…Similarly, researchers can publish their work without the public being suspicious of the research's trustworthiness because they are "outside" the system (Farrell et al, 2021). Such legitimacy is also present because many other SIOs have already moved the needle in introducing new practices and policies (Phillips, 2019), developing data and promoting research use in schools (Farrell et al, 2021;Penuel et al, 2017), and bringing about tangible school changes, as seen in the efforts of wholeschool reform organizations (Corrin et al, 2016;Peurach, 2011).…”

Section: Benefits Of School Improvement Organizationsmentioning

confidence: 99%

Rethinking School Improvement Organizations: Understanding Their Variety, Benefits, Risks, and Future Directions

Trinidad

2023

Educational Researcher

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School practices and policies are often influenced by various research, nonprofit, for-profit, and philanthropic organizations. To help understand their influence, this article provides a framework accounting for the variety of school improvement organizations (SIOs) and summarizes debates regarding their benefits and risks. I cluster SIOs as providing (a) direct school support, (b) research/advocacy, or (c) funding—each with a continuum of organizations underneath them. Studies highlight how SIOs take innovative risks, create improvement networks, and transform school practices. However, they also emphasize the danger of creating challengers to public institutions, the possibility of state retreat, and loss of community input. The article concludes by suggesting ways to use this framework for future studies, assess SIOs’ outcomes, and address their risks.

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Section: Benefits Of School Improvement Organizationsmentioning

confidence: 99%

Rethinking School Improvement Organizations: Understanding Their Variety, Benefits, Risks, and Future Directions

Trinidad

2023

Educational Researcher

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“…These groups/individuals often also have data or information they can share that will help to better understand needs and adapting services. A teacher can share assessment or behavioral data, for example, that will help understand the student (Corrin et al, 2015;Eber et al, 2002). In some instances, developing relationships with these groups is also emphasized, much more so in working with communities than in schools where many of the relationships are built into the school system.…”

Section: Case Management and Tailoringmentioning

confidence: 99%

“…Third, systems are often put in place for obtaining information about a client or student. In schools, for example, there may be formal systems for school nurses to report feedback to the case manager (Corrin et al, 2015;Eber et al, 2002). Thus, the nurse does not need to wait to be contacted as part of informal stakeholder outreach.…”

Section: Case Management and Tailoringmentioning

confidence: 99%

“…Thus, the nurse does not need to wait to be contacted as part of informal stakeholder outreach. Instead, at regular intervals the nurse will know they will be reporting information back and more systematically collecting certain data that a case manager defines as important for supporting the students (Corrin et al, 2015). Generally, in case management within social work and healthcare, formal systems of feedback are emphasized much less in comparison to the relationship with clients that garners information about their needs Journal of Postsecondary Student Success and information seeking among stakeholders.…”

Section: Case Management and Tailoringmentioning

confidence: 99%

See 1 more Smart Citation

Learning How to Tailor Programmatic Offerings to Support Low-income, First-generation, and Racially Minoritized Student Success

Kezar

Perez²,

Kitchen

et al. 2021

JPSS

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This study focused on the process of how the staff at the Thompson Scholars Learning Community (TSLC), a comprehensive college transition program, tailored the programmatic offerings to meet the needs of low-income, first generation and racialized minority students. Because college students are complex individuals, each of whom faces a unique set of challenges and opportunities, it is reasonable to hypothesize that tailoring support services to the multiple needs of each student may make them more effective. The research identifies a four-part iterative and cyclical process to tailor the programmatic offerings for students – beginning with the individual student and then using information about individual needs to scale to broader group level tailoring. This broadening or scaling process is a new contribution to the literature that has not previously been identified. The tailored approach we identified works at both individual and group levels, which makes it viable as an intervention for large numbers of students. The effort to attend to and learn about individual students ensures that the intervention still meets the needs of individuals, but the testing of these interventions more broadly allows for understanding how these approaches will work for diverse group level tailoring.

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“…No impact or other studies of Diplomas Now have been completed, though the program is partnering with MDRC on a rigorous impact evaluation examining measures such as improving student achievement, increasing high school graduation rates, and boosting college enrollment and completion. In an interim report, the authors found that Diplomas Now produced a positive and statistically significant impact on the percentage of students with no early warning indicators but did not produce a significant impact on average attendance, discipline, and course passing rates compares with rates at schools not implementing the model (Corrin et al, 2016).…”

Section: Comprehensive School Reformmentioning

confidence: 99%

Improving High School Success: Searching for Evidence of Promise

Mazzeo

Fleischman

Heppen

et al. 2016

Teachers College Record: The Voice of Scholarship in Education

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Improving the nation's high schools—particularly those that are low-per-forming—involves challenges that are far easier to catalog than to surmount. In this article, the authors identify a handful of promising approaches that can help to achieve the goal that all students will graduate from high school well-prepared for further learning, successful careers, and engaged citizenship. The authors explain the theories that drive these high school improvement models, review evidence of their effectiveness to date, and suggest what it will take to make them work well. The authors stress that no single school improvement model or approach, no matter how powerful, can ensure the success of all students or schools. The reasons for poor performance are complex and determined by multiple intersecting personal, community, and organizational factors. These inequities have very real consequences for schooling and makes the job of improvement that much more challenging. The article concludes with a set of recommendations for policymakers, researchers, and sponsors of research to enhance the evidence base and increase our knowledge of how high schools and high school success outcomes can improve over time.

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Case Management for Students at Risk of Dropping Out: Implementation and Interim Impact Findings from the Communities in Schools Evaluation

Cited by 6 publications

References 9 publications

Rethinking School Improvement Organizations: Understanding Their Variety, Benefits, Risks, and Future Directions

Rethinking School Improvement Organizations: Understanding Their Variety, Benefits, Risks, and Future Directions

Learning How to Tailor Programmatic Offerings to Support Low-income, First-generation, and Racially Minoritized Student Success

Improving High School Success: Searching for Evidence of Promise

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