MDRC's Evaluation of Communities In Schools (CIS), North Carolina and Texas, 2011-2014

Resource Information

The work MDRC's Evaluation of Communities In Schools (CIS), North Carolina and Texas, 2011-2014 represents a distinct intellectual or artistic creation found in Bowdoin College Library. This resource is a combination of several types including: Work, Language Material, Books.

Label

MDRC's Evaluation of Communities In Schools (CIS), North Carolina and Texas, 2011-2014

Creator

• Inter-university Consortium for Political and Social Research [distributor]
• Corrin, William J

Contributor

• Parise, Leigh

Author

• Parise, Leigh
• Corrin, William J

Contributor

• Inter-university Consortium for Political and Social Research [distributor]

Subject

• middle schools
• outcome evaluation
• peer influence
• student attitudes
• student behavior
• student evaluation
• student participation
• survey
• youths at risk
• admin
• case management
• experiment
• graduation
• high schools

Genre

• survey
• experiment
• admin

Summary

Communities In Schools (CIS) works to provide and connect students with integrated support services to keep them on a path to graduation. The intent of the CIS model is to reduce dropout rates by integrating community and school-based support services within schools through the provision of "Level 1" and "Level 2" services. Level 1 services are broadly available to all students or to groups of students and are usually short-term, low intensity activities or services. CIS Coordinators spend much of their time focused on more intensive Level 2 "case-managed" services, which they provide to a subset of students displaying one or more significant risk factors, such as poor academic performance, a high absentee rate, or behavioral problems. This study was a two-year randomized controlled trial of Level-2 CIS case management, which examined service provision, student experiences and student outcomes. This trial was half of a two-pronged national evaluation, the other half was a quasi-experimental study of the whole-school model. The study evaluated 24 mostly urban, low-income secondary schools in North Carolina and Texas during the 2012-2013 and 2013-2014 school years; baseline data was also collected during the 2011-2012 school year. Data was collected through student surveys, school records, and CIS management information systems (MIS) data. The data in this collection is student-level, including all information collected about students in the study sample with 613 variables and 4459 cases. The dataset includes three school years of data: baseline period (2011-2012), first year of implementation (2012-2013) and second year of implementation (2013-2014). Demographic variables in this collection include: free lunch status, special education status, employment, race, language, ethnicity, gender, household members, number of siblings, parents' education level, and grade level