This was expected and likely due to the importance placed on academic reform throughout the entire state educational system. Holding time constant, the level of implementation was an important factor, particularly on the reading and math indicators. Schools implementing CSHP at a low level had a considerably lower proportion of students meeting both the reading and the math standards than schools implementing CSHP at a high level. Interestingly, schools implementing CSHP at a low level also had a considerably lower proportion of students meeting both the reading and the mathematics standards than those schools not implementing CSHP at all. This finding was not surprising given that for academically struggling schools, upholding fidelity across multiple programs and content areas is tough. Staff attitudes on viability and benefits, level of staff knowledge, types and extent of professional development of staff, administrative support within schools, and district supports are factors affecting quality implementation.

Moreover, findings suggest a better fit with school-wide accountability indicators than with specific content-based achievement indicators. This work represents a first step in looking at CSHP as a school-wide approach within the context of academic responsibility. While a recent review found evidence that specific school health programs aligned with the CSHP model impacted academic outcomes, continued investigation of CSHP as a set of coordinated activities, programs, and policies consistent with other school-wide improvement processes is necessary.
References

Rosas, S., Case, J., & Tholstrup, L. (2009). A Retrospective Examination of the Relationship

Between Implementation Quality of the Coordinated School Health Program Model

and School-Level Academic Indicators Over Time. Journal of School Health, 79(3),