Harvard-Cornell Study Shows Communities In Schools Boosts Student Success and Economic Mobility

Communities In Schools' Impact on Student Success and Economic Mobility

In a groundbreaking study conducted by Opportunity Insights in collaboration with the EdRedesign Lab at the Harvard Graduate School of Education, the effectiveness of Communities In Schools (CIS) has been thoroughly examined. The study highlights the significant benefits of CIS’s integrated student support programs, which play a pivotal role in enhancing academic success and fostering economic mobility for low-income students.

A Study of Lasting Impact

Authored by Benjamin Goldman from Cornell University and Jamie Gracie from the Harvard EdRedesign Lab, the working paper titled "When Resources Meet Relationships: The Returns to Personalized Supports for Low-Income Students," delves into how CIS’s comprehensive model—where trained site coordinators link students with essential services—drives positive outcomes. These include improvements in standardized test scores, heightened high school graduation rates, and greater college enrollment. The research indicates that after three years of CIS support, students experience a 5.2% increase in graduation rates and a 9.1% surge in two-year college enrollment.

Furthermore, the data shows that CIS involvement notably enhances economic prospects, correlating with an increase in earnings of about $1,140 annually by the age of 27, which can result in over $75,000 in additional lifetime earnings—an impressive demonstration of financial returns on investment in education.

Goldman emphasizes that the academic success attributed to CIS is just a facet of their broader impact. The program not only elevates educational performance but also engages students in school, diminishes suspensions, and fosters essential non-cognitive skills such as perseverance and resilience—factors crucial for long-term success.

A Proven Investment in the Future

The findings of the research underline the robust return on public investment in CIS programs, indicating that for every dollar invested (approximately $3,000 per student over three years), there is a return of $7,100 in lifetime federal tax revenue. This translates to a return ratio of 2.36 for every dollar spent, reinforcing the notion that investing in education yields significant economic benefits.

Margaret Spellings, former Secretary of Education and now President and CEO of the Bipartisan Policy Center, has voiced strong support for the CIS approach, highlighting its effectiveness in combining individualized support with urgent academic and non-academic needs for at-risk students. By addressing a multi-faceted tapestry of challenges faced by students, CIS is not just enhancing academic scores but also equipping students with tools for employment and future self-sufficiency.

Expansion and Future Directions

At a time when Communities In Schools is extending its reach across the United States—now operating in nearly 4,000 schools across 29 states and serving over 2 million students—its model for integrated support is increasingly recognized as critical for combating chronic absenteeism and educational inequities. Rey Saldaña, an alumnus of CIS and its National President and CEO, reflected on the organization's nearly five-decade journey, affirming the philosophy that every child deserves a strong community to support them through education and beyond.

The study illustrates that relationship-driven support is essential for students navigating poverty. John King, former Secretary of Education, noted that personalized supports enable a diverse array of resources to converge effectively around struggling youth, thereby addressing both educational and economic challenges concurrently.

Conclusion

Ultimately, this landmark research provides invaluable insights and guidance for educational programs aiming to refine their approaches to enhance student outcomes. It underscores the importance of integrating social supports within financial investments—a dual strategy crucial for tackling persistent achievement gaps and economic disparities faced by low-income students. By adopting the CIS model of comprehensive student supports, educational stakeholders can harness evidence-based strategies to promote broad-scale, long-term success for future generations.

To read more about this transformative research, visit EdRedesign.