Investigating the Promise of Integrated Student Supports
An Evaluation of the Community School Model in Tennessee
Bibliographic Data
| ID | 11259265 |
|---|---|
| Authors | Matthew Truwit (0000-0003-3426-8083, University of Michigan, Ann Arbor, MI, corresponding author) |
| Year | 2025 |
| Volume | 100 |
| Issue | 2 |
| Pages | 252-282 |
| Publication date | 2025-03-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0161956x.2025.2483144 |
| OpenAlex | W4409310233 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
Academic achievement · Mathematics education · Pedagogy · Sociology · Education Systems and Policy · Parental Involvement in Education · Psychology · School Choice and Performance
Doubly robust difference-in-differences estimators
What promotes teachers’ turnover intention? Evidence from a meta-analysis
The trouble with teacher turnover
The occupational commitment and intention to quit of practicing and pre-service teachers
Difference-in-differences with variation in treatment timing
Difference-in-Differences with multiple time periods
Community Schools as an Urban School Reform Strategy
The impact of comprehensive student support on teachers
Typologizing School–Community Partnerships
A New Model for Student Support in High-Poverty Urban Elementary Schools
How Teacher Turnover Harms Student Achievement
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |