Association Between Addition of Learning Support Professionals and School Performance
An Exploratory Study
Bibliographic Data
| ID | 12384644 |
|---|---|
| Authors | Susan Stone (0000-0003-0243-3048, School of Social Welfare, University of California, Berkeley, CA, USA, corresponding author), John P Shields (0000-0001-9901-7790, ETR Associates, San Francisco, CA, USA), Andrea Hilinski (School Health Programs, San Francisco Unified School District, San Francisco, CA, USA), Vida Sanford (School Health Programs, San Francisco Unified School District, San Francisco, CA, USA) |
| Year | 2012 |
| Volume | 23 |
| Issue | 1 |
| Pages | 66-72 |
| Publication date | 2012-10-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Research on Social Work Practice (JOURNAL) |
| Journal identifiers | ISSN: 1049-7315 • E-ISSN: 1552-7581 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1049731512464581 |
| OpenAlex | W1984122283 |
| Language | EN |
| Citations received | 1 |
| References cited | 27 |
This study capitalizes on the gradual introduction of learning support professionals (LSPs; e.g., school social workers) into an urban school district’s elementary schools ( n = 71) between 2001–2002 and 2008–2009. The time series allowed for a school-level investigation of associations between the presence of LSPs and aggregate school achievement utilizing fixed-effects methodology. Schools with an LSP in a given year, as well as the cumulative years in which a school had an LSP, were both positively associated with the percentage of students who scored at or above proficient in reading achievement on the California Standards Test and were negatively associated with the cumulative number of years a school was in program improvement status, but not associated with mathematics achievement. Findings suggest that school social workers function as a school resource and indicate the utility of fixed-effects methodology in assessing the impact of social work services in schools
Academic achievement · Association (psychology · Mathematics education · Reading (process · School district · Student achievement · Test (biology · Education Discipline and Inequality · Parental Involvement in Education · Psychology · Youth Substance Use and School Attendance
Fixed Effects Regression Models
Resources, Instruction, and Research
School Effectiveness Findings 1979–2002
Teacher credentials and student achievement
Hierarchical linear models
Organizing Schools for Improvement
The reduction of problem behaviours and school exclusion in at‐risk youth
A Meta-Analysis of Published School Social Work Practice Studies
Harming the Best
Reduced-class distinctions
Social Work Services in Schools
Multiple Resources, Multiple Outcomes
Academic Optimism of Schools
| Citations per year | 0.09 |
|---|---|
| Citation span | 2015 - 2015 (1) |
| Highly cited | No |