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This study uses a natural experiment: students (N=2,342) were randomly assigned to schools with or without ISS via an enrollment lottery in a large urban district. Students assigned to ISS schools showed higher achievement across third to fifth grades, with effects most robust and largest by fifth grade.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/estimating-the-impact-of-integrated-student-support-on-elementary-school-achievement-article/590242/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/estimating-the-impact-of-integrated-student-support-on-elementary-school-achievement-article/590242.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study address about Integrated Student Support (ISS)?","Question",{"text":112,"@type":113},"It estimates the causal impact of schools providing ISS on students’ academic achievement across third, fourth, and fifth grades.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students assigned to ISS and non-ISS schools?",{"text":117,"@type":113},"Students were randomly assigned to schools—with or without ISS—through an enrollment lottery in a large urban school district.",{"name":119,"@type":110,"acceptedAnswer":120},"Which grade level showed the strongest and most robust treatment effects?",{"text":121,"@type":113},"Fifth grade showed the largest and most robust effects across modeling strategies, with some evidence by third grade.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590242,1792171715,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–23 DOI: 10. 1177/23328584241292072  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nEstimating the Impact of Integrated Student Support on Elementary School Achievement: A Natural Experiment  \nJordan L. Lawson  \nLaura M. O’Dwyer  \nEric Dearing  \nAnastasia E. Raczek  \nClaire Foley  \nNoman Khanani  \nMary E. Walsh  \nYan R. Leigh  \nBoston College  \nNational interest is growing in Integrated Student Support (ISS) interventions, which offer schools systematic ways to reduce barriers to learning. The present study exploits the random component embedded within the school assignment system of a large urban school district to estimate the effect of schools providing ISS on student academic achievement at third, fourth, and fifth grade. The sample included students (N = 2,342) randomly assigned to schools—with or without ISS—via enrollment lottery. Students assigned to schools implementing ISS demonstrated higher achievement (from approximately .02% to more than 50% of a standard deviation) than those assigned to control schools. While we found some evidence for the efficacy of ISS by third grade, treatment effects were consistently largest and proved most robust across modeling strategies at fifth grade. The practical significance of these findings is discussed with attention to ongoing national efforts to improve the learning opportunities of economically disadvantaged students.  \nKeywords: Achievement, at-risk students, elementary schools, experimental research, integrated student support, lottery studies, poverty, student achievement  \nIntroduction  \nEconomically disadvantaged children in the United States face major obstacles to academic success, despite decades of policy and practice remediation efforts (García & Weiss, 2017; Kaushal et al., 2011; Reardon, 2013) . This inequity has serious consequences for the educational attainment and life outcomes of students, at tremendous costs to society (Holzer et al., 2008); for example, it has been estimated that children growing up in extreme poverty are up to twelve times less likely to graduate from high school than youth from middle-class families (Duncan et al., 1998) . One reason schools struggle to support the learning of children experiencing poverty is that many of its causes of underachievement exert their influence outside of school. Inadequate nutrition, exposure to chronic stressors in the community, and limited learning stimulation in the home are but a few of poverty’s many mechanisms of harm that have been typically beyond the reach of schools (Dearing, 2008) .  \nIn the last decade, however, there has been increasing interest in the potential for schools to partner with  \ncommunity agencies as a means for reducing barriers to learning in a more integrated and comprehensive manner than schools can accomplish alone. Many such approaches seek to create systems (e.g., through dedicated staff roles and meeting structures) for schools to understand individual students’ strengths and needs, connect them to community supports that can benefit them, and follow up, monitoring progress. These approaches, broadly described under the umbrella term of Integrated Student Support (ISS), have shown promise for improving student outcomes.  \nTo date, while multiple studies have provided empirical support for ISS, the evidence has been largely based on findings from non-experimental studies (Moore et al., 2014, 2017) . Exceptions include two studies of an ISS intervention that randomized treatment within high schools; one found short-term achievement gains (ICF International, 2010) and one found positive effects on attitudes toward school but no achievement effects (Parise et al., 2017) .1 Notably, the studies employing randomization to date have involve","cbCaidLp3X4lTXDr","https://ap.wps.com/l/cbCaidLp3X4lTXDr","pdf",929339,23,"English","# Introduction\n## Integrated Student Support (ISS) and barriers to learning\n## Evidence to date and the need for causal estimates\n## Study design and causal hypothesis","[{\"question\":\"What question does the study address about Integrated Student Support (ISS)?\",\"answer\":\"It estimates the causal impact of schools providing ISS on students’ academic achievement across third, fourth, and fifth grades.\"},{\"question\":\"How were students assigned to ISS and non-ISS schools?\",\"answer\":\"Students were randomly assigned to schools—with or without ISS—through an enrollment lottery in a large urban school district.\"},{\"question\":\"Which grade level showed the strongest and most robust treatment effects?\",\"answer\":\"Fifth grade showed the largest and most robust effects across modeling strategies, with some evidence by third grade.\"}]","Estimating the Impact of Integrated Student Support on Elementary School Achievement - Article | PDF",1792069152,58]