When Resources Meet Relationships: The Returns to Personalized Supports for Low-Income Students

Benjamin Goldman, Jamie Gracie and Sonya Porter

No 35740, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: Children from low-income families face barriers outside the classroom that impede learning and limit opportunities for economic mobility. We study Communities In Schools (CIS), a program that places coordinators in high-poverty schools to connect struggling students with personalized support. Coordinators match students to resources that address academic, behavioral, and basic needs—such as tutoring, mental health counseling, and housing stabilization. CIS is the largest program of its kind in the U.S., reaching 2 million students annually. Using the staggered rollout of CIS, we find that the program boosts test scores for struggling students. These gains persist, raising high school completion and adult earnings. Improvements in test scores explain only about half of CIS's impact on high school graduation; the remainder reflects progress on non-cognitive outcomes such as attendance and behavior. Consistent with CIS's emphasis on personalization, coordinators tailor services to distinct student needs, yet students with different needs experience comparable long-run gains. Placing a trusted adult in schools, backed by a network of programs and services, may offer a scalable way to improve economic mobility.

JEL-codes: H52 I21 I24 I38 J24 (search for similar items in EconPapers)
Date: 2026-09
Note: CH ED LS PE
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