System-Wide Analysis of Trauma-Associated Proxies and Academic Outcomes in Urban Secondary Schools: A Quantitative Study of Tier 1 Practice Implications

This Doctoral Capstone Project examined relationships between trauma-associated administrative proxies and academic and behavioral outcomes among secondary students in Pittsburgh Public Schools (PPS). Trauma-associated proxies included foster care status, McKinney-Vento homelessness designation, and economic disadvantage. Using a quantitative, cross-sectional, correlational design, the study analyzed de-identified PPS secondary administrative data from the 2023–2024 academic year. Academic outcomes included assessment scale scores, proficiency indicators, course failure, and graduation status. Behavioral outcomes included attendance, chronic absenteeism, referrals, and suspensions. Descriptive statistics, correlations, chi-square tests, school-level aggregation, and limited supplemental regression models were used to examine student- and school-level patterns. Results indicated that trauma-associated administrative proxies were related to multiple academic and behavioral outcomes. Economic disadvantage, the largest proxy group, was associated with lower assessment outcomes, lower attendance, higher chronic absenteeism, higher course failure, and higher discipline indicators. Homelessness and foster care were also associated with several less favorable outcomes, particularly attendance and course failure. School-level analysis showed that schools with the highest concentrations of students with one or more trauma-associated proxies had less favorable aggregate academic, attendance, and behavioral outcomes than lower/mid-proxy schools. The findings provide district-level evidence to inform Tier 1 planning, resource allocation, and trauma-responsive leadership decisions.