FOR IMMEDIATE RELEASE
February 27, 2026
Media Contact: ECPR Texas
512-472-9599
cis@ecprtexas.com

Harvard-Cornell study shows Integrated Student Supports programs deliver significant academic and economic returns in Central Texas

Communities In Schools of Central Texas and community leaders celebrate success of integrated student supports programs

AUSTIN, Texas — Communities In Schools of Central Texas, State Rep. Brad Buckley, Travis County Judge Andy Brown, and Austin Mayor Kirk Watson, gathered today to discuss new research highlighting the benefits of an integrated student supports model that places trained site coordinators inside high-poverty schools to connect students with tutoring, mentoring, health care, nutrition and housing resources. According to the study conducted by Opportunity Insights in partnership with The EdRedesign Lab at the Harvard Graduate School of Education, benefits of integrated student support include improved attendance, increased test scores and higher graduation rates for Central Texas public school students, ultimately driving long-term economic impact. Three years of exposure to Communities In Schools (CIS) integrated student support model increases lifetime earnings by more than $75,000 (which is $36,000 in present-day value) and generates $7,100 in additional lifetime federal tax revenue.

The study analyzed outcomes for over 16 million Texas students, including Central Texas students, between 1998 and 2016 on campuses where CIS was introduced. For 40 years, Communities In Schools of Central Texas has placed a Site Coordinator in high-need schools to connect struggling students with both in-school support and out-of-school resources tailored to their individual needs.

“These findings validate what educators and our staff have known for years,” Sharon Vigil, CEO of Communities In Schools of Central Texas, said. “When students have consistent, in-school supports and a caring adult they trust, they are more likely to stay engaged and succeed. Now, we have the data to prove that this approach works, and that it delivers meaningful results for students and the campuses that serve them.”

The study also highlighted the measurable academic benefits of implementing the CIS model. Math scores for high-risk middle school students with three years of CIS access increased by 0.18 (.11 unscaled) standard deviations. High school graduation rates rose by 5.2 percentage points, and two-year college enrollment increased by 9.1 percentage points. Over time, these academic improvements were shown to increase lifetime earnings and generate long-term economic returns for communities.

“Communities In Schools of Texas is an important asset for our public schools. The services they provide, but more importantly the relationships they build, increase graduation rates, lifetime earnings and change lives for the better,” State Rep. Brad Buckley, Texas House Public Education Committee Chair, said. “The increase in economic mobility creates a stronger Texas and better future for all of us.”

At the county level, leaders are also working to ensure students and families have the support systems they need to succeed long-term. Integrated student supports like those offered by CIS play a key role in these efforts, helping connect public services to school-centered support strategies.

“Travis County social services and integrated student supports create the infrastructure families need to thrive,” Travis County Judge Andy Brown, said. “The work of CIS complements our Raising Travis County initiative and proves that investments in students pay dividends in education and the workforce, creating a stronger economy.”

The findings also underscore how CIS’ student-centered approach aligns with broader efforts to support young people across Austin. By meeting students where they are and addressing academic, social and emotional needs together, the CIS model reflects a growing recognition that student success is directly tied to health, stability and opportunity beyond the classroom, priorities shared by city leadership as well.

“I’ve announced a movement we’re calling ‘Generation ATX.’ GenATX is an initiative to make Austin the best city in America to be a kid and is organized around pillars of health, safety and happiness, aligning seamlessly with the CIS model of in-school student supports,” Austin Mayor Kirk Watson, said. “This research shows that when kids are supported holistically, they thrive academically and emotionally. Supporting students with whole-child resources isn’t just good fiscal policy, it’s building the future of our kids and that’s building Austin’s future.”

For more information about the study and the impact of Communities In Schools of Central Texas, visit ciscentraltexas.org or view the non-technical summary from Harvard’s Opportunity Insights and EdRedesign here.

Additional quotes for attribution:

“Scholars have long known that children born into poverty are disproportionately likely to become adults living in poverty because of systemic barriers and obstacles. This leads us to one of today’s most pressing research questions: How can we ensure that all children and youth have a pathway to opportunity and economic mobility? This latest research from economists Jamie Gracie and Benjamin Goldman offers one answer in the form of relationship-based personalized supports provided by Communities in Schools. At EdRedesign, we’re eager to continue facilitating collaborations between the nation’s leading economic mobility researchers and place-based practitioners to answer big questions and understand what works along the cradle-to-career continuum.”

– Rob Watson, Jr., EdRedesign Executive Director and Lecturer at Harvard Graduate School of Education

“The academic gains we observe from CIS programs are only one piece of the broader picture explaining improvements in graduation rates and earnings. CIS also helps keep students engaged in school and reduces adverse outcomes such as suspensions. These non-cognitive improvements are a key part of the program’s long-run impact.”

– Benjamin Goldman, Assistant Professor of Economics and Public Policy, Cornell University

“The findings show that individualized, relationship-based programs that address students’ academic and non-academic needs can significantly increase the success of our most at-risk students. By providing targeted supports, Communities In Schools helps better prepare students for the workforce and puts them on a path toward long-term self-sufficiency.”

– Margaret Spellings, Former U.S. Secretary of Education, President and CEO, Bipartisan Policy Center

“This research affirms what we witness every day — when you build authentic relationships with and connect students to the right resources, you transform the trajectory of their lives. We’re proud to offer a proven whole-school model that empowers students today and opens doors to opportunity for generations to come.”

– Rey Saldaña, President and CEO, Communities In Schools National

“We’ve long sought to close the academic and economic achievement gap for low-income students, effectively tackling intergenerational poverty. Personalized student supports is a cornerstone strategy that enables a full range of public and private services to connect with struggling young people through a relationship with a caring adult. It’s a scalable model that should be applied to any community or school district in America.”

– John King, Former U.S. Secretary of Education, Chancellor, SUNY

“This research offers practical guidance for programs and policies that aim to improve student outcomes and expand opportunity in communities where it has long been limited. Like other interventions we’ve studied — such as helping families move to higher opportunity areas — these findings underscore a critical insight: pairing social supports with traditional financial investments is key to driving impact. In this case, combining integrated student services and navigation with public school funding delivered substantial and lasting gains in both educational success and economic mobility.”

– Raj Chetty, Director, Opportunity Insights; Professor of Economics, Harvard University

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About Communities In Schools of Central Texas

Communities In Schools of Central Texas surrounds students with a community of support, empowering them to stay in school and achieve in life. Communities In Schools of Central Texas works directly inside 120 schools in nine districts, including Austin, Del Valle, Elgin, Hays, Lockhart, Manor, San Marcos, Taylor and Harmony Public Schools. Communities In Schools of Central Texas connects students to caring adults and community resources to help them overcome the barriers to success while shaping a brighter future. Learn more at ciscentraltexas.org