A Benefit-Cost Analysis of a Comprehensive Approach to Supporting Student Learning, City Connects

Introduction: Student learning is directly affected by out-of-school factors, such as physical and mental health, family support, and social and emotional development (Berliner, 2009). Students who come to school from disadvantaged homes and communities have unpredictable systems of support, high levels of stress, and require additional support to reach their full potential in the classroom (Dearing, 2008; Rothstein, 2010). While many schools are providing and coordinating student support services, the services tend to focus on only those who demonstrate the most need rather than addressing the needs of all students and often lack unification across supports and school staff (Walsh & DePaul, 2008). City Connects fills this gap by addressing the comprehensive needs of all students in a school. At the school-level, a well-trained school site coordinator becomes an integrated member of the school’s team to provide student support. The coordinator works together with the school to assess the strengths and needs of students, provides services directly to students, refers students to external community based organizations for services, manages student progress, and communicates with families.

Method: The program was found previously to have positive impacts on academic achievement after 6 years of program delivery (Walsh, et al., 2014). This benefit-cost analysis builds upon that analysis by applying the ingredients method to examine the costs and benefits of City Connects based on the 2014 evaluation (Levin & McEwan, 2001). Our sample includes two City Connects school sites and 10 of their community based partner organizations, as well as evidence from schools regarding the business as usual condition.

Results: The results show that the total cost of six years of participation in City Connects from kindergarten through fifth grade (the dosage under which effects were measured) is $4,570 per student, which includes a portion of the costs of the community partner services received by the students in City Con­nects schools. Of this cost, about 10% is financed by the schools. Even under the most conservative assumptions, the benefits were found to exceed the costs at a rate of around $3 return for every dollar invested, with lower and upper bounds of $1 and $11.

Conclusion:  City Connects appears to be a viable option to aid schools in supporting the comprehensive needs of students. Further research on City Connects and other similar programs could benefit the field, as well as a better understanding of business as usual.