Graduation Semester and Year

Spring 2025

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies

Department

Educational Leadership and Policy Studies

First Advisor

Yi Leaf Zhang

Second Advisor

Jennifer Watters

Third Advisor

Maria Adamuti-Trache

Abstract

The purpose of this study was to examine the extent to which elementary students’ characteristics and educational backgrounds were associated with their identified need of academic, behavioral, and social service supports, and how these factors were associated to students’ end-of-year outcomes, as in improvement related to the support services they received. In addition, the study aimed to explore students’ perceptions of their satisfaction with and experiences of the integrated support services provided through the CIS program. This study, conducted in three Title 1 public elementary schools in suburban North Texas, included 306 students in grades PreK through 5th. A multiple methods approach was used, where quantitative data from student profiles were analyzed to assess how personal characteristics and educational background predicted the identification of academic, behavioral, and social support needs, as well as positive end-of-year outcomes. Service intensity, measured as minutes, were also included in the second stage of the quantitative analysis. Qualitative data were drawn from open and close-ended survey responses, with a thematic analysis guided by Student Voice Theory.

Key findings revealed that gender, ethnicity, and special education status were significant predictors of support needs, and end-of-year outcomes. Survey responses indicated that students were highly satisfied with the program, particularly valuing opportunities for connection, engagement, and support. Suggestions for program improvement often asked for more of what students were already appreciative of, such as extended time for connection, academic support, and food support. These findings suggest the need for gender-sensitive and culturally responsive supports that have addressed disparities to ensure equitable outcomes. The overall positive perceptions expressed by students further emphasize the value of including their voice in program evaluation. Given the demonstrated benefits in meeting students’ needs, promoting success, and fostering satisfaction, school districts would benefit in expanding access to community-school partnership programs like CIS.

Keywords

Community school programs, Communities In Schools, student voice, student satisfaction

Disciplines

Educational Assessment, Evaluation, and Research

License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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Available for download on Tuesday, May 12, 2026

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