Science

The neurobiological and developmental sciences, combined with a growing body of empirical research, provide guidance for more effective approaches and policies to meet the comprehensive needs of students so they are ready to learn.

BRIEFS

Principles of Effective Practice for Integrated Student Support, Center for Optimized Student Support, Boston College.

Integrated Student Supports: A Summary of the Evidence for Policymakers, Carol Emig and Kristin Moore, Child Trends.

City Connects: The Impact on Student Outcomes, City Connects, Center for Optimized Student Support, Boston College.

Reducing High School Drop-Out through Elementary School Student Support, Center for Optimized Student Support, Boston College.

Science of Learning and Development A Synthesis
David Osher et al., American Institutes for Research.

SELECTED RESEARCH

Can Community and School-Based Supports Improve the Achievement of First-Generation Immigrant Children Attending High-Poverty Schools?
Eric Dearing, et. al., Child Development.

A New Model for Student Support in High Poverty Urban Elementary Schools: Effects on Elementary and Middle School Academic Outcomes, Mary Walsh, et. al., American Educational Research Journal.

Making the Grade: Assessing the Evidence for Integrated Student Supports, Carol Emig and Kristin Moore, Child Trends.

Comprehensive Student Support: A benefit-cost analysis of City Connects, Brooks Bowden, Clive Belfield, Henry Levin, et. al., Center for Benefit Cost Studies of Education, Columbia University.

Addressing Unmet Basic Resource Needs as Part of Chronic Cardiometabolic Disease Management, Seth Berkowitz, et. al., JAMA Internal Medicine.

The Impact of Comprehensive Student Support on Teachers Knowledge of the Whole Child, Classroom Practice, and Teacher Support,
Erin Sibley, Maria Theodorakakis, Mary E. Walsh, Claire Foley,
Jessica Petrie, and Anastasia Raczek, Teaching and Teacher Education.

Using Integrated Student Supports to Keep Kids in School,
Marie-Andrée Somers and Zeest Haider, MDRC.

Using Research Evidence to Strengthen Support for At-Risk Students,
Leigh Parise and Farhana Hossain, MDRC.

SELECTED REPORTS

The Educator’s Dilemma: When and how schools should embrace poverty relief
Michael Horn and Julia Freeland Fisher, Clayton Christensen Institute for Disruptive Innovation.

 

Building Community-Wide Social and Emotional Support Systems in Massachusetts Gateway Cities: Assessing Progress from the Perspective of Local Educators,
Christina Cintino, Sonia Bouvier, and Benjamin Forman, MassINC and University of Massachusetts Donahue Institute.

Collective Impact and the New Generation of Cross-Sector Collaborations for Education: A Nationwide Scan, Jeffrey Henig, Carolyn Riehl, et. al., Teachers College, Columbia University.

 

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