Participants and school staff described noticeable improvements in grades and achievement among Compass Care students¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2028: local conditions change quickly

Subclaims¶

q1 i? Students, caregivers, and school staff reported improvements in grades and achievement attributed to Compass Care's goal-setting, accountability check-ins, and study strategies. → Zimiles 2025

Evidence¶

Zimiles 2025¶

Zimiles, J., Nakamoto, J., & Boal, A. (2025). Compass Care at Valor Collegiate Academies: Attendance program spotlight. WestEd. https://eric.ed.gov/?id=ED677597

q1 · i? · qualitative · r2

Perceptual accounts from spring 2025 site-visit interviews, not school-record data. Students described check-ins as keeping them on track, and staff provided strategies for studying and encouraged resources such as Valor's homework hotline and online tools such as Gauth. No quantitative grade data are reported.

"Students, caregivers, and school staff described noticeable improvements in grades and achievement as a result of participating in Compass Care."

Discussion¶

Related Claims¶

• Participants and school staff reported improved attendance and reduced tardiness among Compass Care students — related
• Compass Care participants reported trusting relationships with staff that improved students' comfort, safety, and emotional expression at school — related
• Compass Care participants reported increased student self-advocacy and confidence in asking for help — related
• Strong relational trust and cooperative adult effort distinguish improving schools from schools with flat or declining test scores — a broader claim this one bears on
• Quality of staff-student and staff-parent relationships most strongly defines safe schools, with disadvantaged high-relationship schools feeling safer than advantaged low-relationship schools — related