Abstract
The Elementary School Success Profile Model of Assessment and Prevention (ESSP MAP) is an assessment and intervention strategy designed to improve student academic performance and behavior. The current analysis uses a quasi-experimental design to examine the relationship between a 3-year implementation of the ESSP MAP and aggregate academic outcomes. Students in one 3rd grade cohort (2007-2008) from 4 schools in 1 district received the intervention as they progressed from 3rd to 5th grade. Longitudinal hierarchical linear modeling with cross-classified effects of schools (N = 10) and cohorts (N = 11) was used to compare trajectories of reading proficiency percentages for the targeted group overall and its demographic subgroups with the trajectories of analogous groups of students across schools and time in the district. Findings suggest that the ESSP MAP was associated with greater growth in reading proficiency rates for Black and White students.
| Original language | American English |
|---|---|
| Journal | Journal of the Society for Social Work and Research |
| State | Published - 9 Oct 2012 |
Keywords
- achievement gap
- cross-classified random effects
- elementary school
- hierarchical linear modeling
- universal prevention
EGS Disciplines
- Other Social and Behavioral Sciences