ICF International Evaluation and Findings
Best Practices in Dropout Prevention & Evaluation of Communities In Schools (CIS) of Texas

To further validate the effectiveness of CIS and the importance of our program to education and dropout prevention in the State of Texas, two reports from ICF International, in partnership with the National Dropout Prevention Center/Network were submitted to the Texas Education Agency. Results from “Best Practices in Dropout Prevention” and the “Evaluation of Communities In Schools (CIS) of Texas” were released by TEA in January, 2009.

Findings from TEA Best Practices in Dropout Prevention follow:

“Only one program (Communities In Schools) reported meaningful effects on both reducing dropouts and increasing graduation.”

— ICF International Results from Best Practices in Dropout Prevention

“For middle and high school students, CIS was clearly making a difference. Most striking, perhaps, was the unanimous response across students in high school and many in middle schools who stated that they would have dropped out of school if it were not for CIS.”

— ICF International Results from Best Practices in Dropout Prevention

The Evaluation of Communities In Schools (CIS) of Texas, also released in January 2009 concluded that CIS:

  • “The CIS program in Texas has demonstrated consistent, positive, and meaningful effects. They have seen meaningful increase in high school graduates, attendance, reading proficiency, and math achievement. They have also seen a meaningful decrease in the dropout rate.”
  • “CIS Operates at peak efficiency, leveraging private funds and keeping costs per student low”

Key Evaluative Findings

The TEA, responding to a requirement of the 80th Texas State Legislature, commissioned ICF International to conduct an evaluation of CIS of Texas and its 28 affiliates located in 55 counties throughout the state. The evaluation undertaken from January through August 2008, focused on three overarching questions:

  • Implementation of CIS: What are barriers and facilitators to successful implementation of a CIS program at a campus?
  • Services Delivered: To what degree has the CIS program provided services that are needed to the students it serves?
  • Impact of CIS: What is the impact of the CIS program to at-risk students?

“Communities In Schools (CIS) is seen as a bridge between the schools, families, students and community it serves. It is described as a support not only for students but also for families. In particular, CIS is seen as the program that removes barriers and obstacles to success in school for students and helps keep students in school.”

— ICF International Evaluation of Communities In Schools (CIS) of Texas

Impact

  • The U.S. Department of Education’s Institute of Education Sciences identified specific practices that were proven to reduce dropout rates. CIS implements all of the recommendations that this group found. It is evident that CIS is “doing the right things” with regard to dropout prevention.
  • Parents of CIS students (across all grade levels and communities) report positive changes in their child as a result of participation in CIS activities.
    • Positive attitude changes toward school, parents, teachers, authority figures in general, and outlook on life.
    • Parents gave testimony to how CIS not only helped their children in school, but also helped them personally with difficult family situations. According to parents, CIS campus/case managers were known for going “beyond the call of duty” to help both students and families.
  • Students participating in CIS report that CIS provides the needed support for success in school.
    • Elementary school students said that their time spent with campus/case managers or mentor was most important aspect to them.
    • Middle and high school students express how CIS helped them with their attitudes and behaviors both inside and outside of school. They also noted that CIS gave them a safe place to go after school.
    • Most striking was the unanimous response across high school students and many in middle school who stated that they would have dropped out of school of it were not for CIS or their campus/case manager.

Conclusions

Based on the results of the evaluation, CIS has many of the ingredients recommended in the literature for a successful dropout prevention initiative. Specifically, CIS:

  • Has a process in place for identifying the right students at risk for dropout
  • Addresses multiple risk factors (high risk attitudes, values, and behaviors, poor school performance, disengagement in school, family dynamics, parental attitudes and beliefs about education, and parental behavior related to education) for dropout with multiple strategies (the Six Components of CIS of Texas) tailored to the specific needs (academics, behavior, attendance) of the students it serves
  • Is assigning adult advocates, in this case campus/case managers and/or mentors to students at risk of dropping out
  • Provides academic support and enrichment services to help improve academic performance
  • Provides case-managed services that assist students with classroom behavior and social skills
  • Provides case-managed services that help students graduate and provide them the skills needed after they leave high school.