Benefits of CCSPP community schools were largest for Black students, English learners, and socioeconomically disadvantaged students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For both absences and achievement, the largest benefits accrued to Black students, English learners, and socioeconomically disadvantaged students. → Swain 2025

Evidence¶

Swain 2025¶

Swain, W., Leung-Gagné, M., Maier, A., & Rubinstein, C. (2025). Community schools impact on student outcomes: Evidence from California. Learning Policy Institute. https://doi.org/10.54300/541.498

q3 · i? · causal · r2

Statewide matched difference-in-differences analyses across attendance, suspension, and achievement outcomes found "the largest benefits were among Black students, English learners, and socioeconomically disadvantaged students"; the executive summary translates differential impacts for Black students to roughly 130 days of additional learning in math and 151 in ELA.

"For both absences and achievement, we find the largest benefits were among Black students, English learners, and socioeconomically disadvantaged students."

Discussion¶

Related Claims¶

• Effects were larger in intervention schools with a higher percentage of economically disadvantaged students or a lower percentage of White students — the general claim this finding bears on, with the studies behind it

• Spoken–written advantages are larger for second-language and nonfluent first-language readers and for low prior knowledge learners — the general claim this finding bears on, with the studies behind it

• Schools with the greatest chronic absence reductions showed the largest achievement gains, with attendance improvement associated with a near doubling of the math effect — related
• ELA gains in CCSPP schools (0.05 SD) were not statistically significant overall but were significant for English learners and, at p < 0.10, for socioeconomically disadvantaged and Black students — a narrower finding that bears on this claim
• LAUSD CCSPP community schools reduced chronic absence by approximately 9% more and improved math proficiency by approximately 10% more than comparable non-CCSPP high-need schools — related
• CCSPP community schools reduced chronic absence at least 30% more than matched comparison schools in the first implementation year — related
• CCSPP community schools improved math achievement by 0.06 standard deviations, roughly 43 additional days of learning — related
• CCSPP community schools reduced suspension rates by roughly 15% (0.5 percentage point) relative to matched comparison schools — related
• The intervention showed no meaningful differential effects for children facing socioeconomic disadvantage, EAL, SEN, or multiple overlapping challenges — related