Community Schools: A Strategy for Integrating Youth Development and School Reform
Community Schools: A Strategy for Integrating Youth Development and School Reform

Author: Jane Quinn

Publisher: Jossey-Bass

Published: 2005-12-02

Total Pages: 138

ISBN-13:

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This volume summarizes the community school experiences of the Children's Aid Society and Beacons in New York City and other places; university assisted models in Philadelphia; school system generated community schools in Chicago; communitywide councils in Evansville, Indiana, and Portland, Oregon; and Boston's Full-Service Schools Roundtable. The efforts of the Public Education Network to build public will for collaboration and California's statewide Healthy Start Initiaitve show how it is possible to expand the concepts over larger areas, and the Coalition for Community Schools provides the rationale for national community school legislation. This is the 107th volume of the Jossey-Bass quarterly report series New Directions for Youth Development. Click here to view the entire catalog of New Directions for Youth Development titles.

Community Schools
Community Schools

Author: JoAnne Ferrara

Publisher: Rowman & Littlefield

Published: 2019-05-24

Total Pages: 221

ISBN-13: 1475831420

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Ferrara and Jacobson go inside community schools across the country to explore the different roles that make this collaborative education reform work. This book provides practitioners, policymakers, family members, youth, and local leaders a greater understanding of the different roles that make up a community school and tools for action. Built on years of practice, research, and continuous improvement, community schools are an innovative, effective, and grassroots strategy for bringing schools and communities together in order to improve outcomes for students, families, and communities. This education reform is growing as school site, local, and state leaders seek collaborative solutions to our schools’ most persistent challenges. The contributors, experts in the field, represent a diverse group of people with longstanding commitments to the community school strategy. From principals to family members, from community partners to teachers, this book illustrates how together, we all have a part to play in the development of successful community schools.

When, Where, What, and How Youth Learn: Blurring School and Community Boundaries
When, Where, What, and How Youth Learn: Blurring School and Community Boundaries

Author: Karen J. Pittman

Publisher: Jossey-Bass

Published: 2003-04-16

Total Pages: 168

ISBN-13:

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Explore ways to connect learning experiences that happen inside and outside school buildings and during and after the school day. This volume presents new structures and arrangements that are helping to meet the needs of vulnerable urban adolescents, and an innovative program to bring together schools, community organizations, policy makers and the general public to create learning-centered communities. It explores programs that are community-based-such as Chicago's After School Matters program, and programs for stimulating out-of-school free-choice learning to accomplish educational goals-as well as school-based programs.

Illustrating the Promise of Community Schools
Illustrating the Promise of Community Schools

Author: William R. Johnston (Writer on education)

Publisher:

Published: 2020

Total Pages: 87

ISBN-13:

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With the launch of the New York City Community Schools Initiative (NYC-CS) in 2014, the New York City Department of Education (NYCDOE) has increased its focus on the implementation of a holistic strategy of education reform to address the social consequences of poverty as a means to improving student outcomes. NYC-CS is a strategy to organize resources in schools and share leadership among stakeholders so that academics, health and wellness, youth development, and family engagement are integrated into the fabric of each school. New York City is implementing this strategy at a scale unmatched nationally. In this study, the authors assessed the impact of the NYC-CS through the 2017-2018 school year. The authors assessed the effects along seven outcome domains and explored the extent to which there is heterogeneity in programmatic impact based on student- and school-level characteristics. The authors leveraged innovative quasi-experimental methodology to determine whether students in the community schools are performing better than they would be had their schools not been designated as Community Schools. The findings of this report will contribute to the emerging evidence base on the efficacy of the community school strategy and will be useful for other school district-and state-level policymakers interested in developing or refining similar interventions that support students' and communities' academic, social, and emotional well-being.

Toward Positive Youth Development
Toward Positive Youth Development

Author: Marybeth Shinn

Publisher: Oxford University Press

Published: 2008-04-10

Total Pages: 400

ISBN-13: 0199716595

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Social settings have enormous power to promote or hinder positive youth development. Researchers and practitioners know a great deal about features of schools and programs for youth that affect development, but much less about how to transform settings to bring about these desirable features. This book shows how to harness the power of settings. It shifts the debate from simply enhancing youth outcomes at the individual level to improving the settings of youths' daily lives. The book offers researchers and practitioners blueprints for creating and changing influential settings including classrooms, schools, universities, out-of-school time programs, ethnic systems of supplementary education, and other community-based programs. Leading scholars in psychology, education, human development, sociology, anthropology, economics, law, and public policy discuss a wide array of social change strategies, and describe how to measure key features of settings as a target and guide for change. The authors also demonstrate how larger social structures - such as school districts, community coalitions, community data resources - can support change. Many of the chapters describe ways to make settings work for all youth, including those marginalized by reason of race, ethnicity, social class, or sexual orientation. Toward Positive Youth Development will guide researchers, educators, administrators and policy makers to improve schools and youth programs for all of America's youth.

Emerging Perspectives on Community Schools and the Engaged University
Emerging Perspectives on Community Schools and the Engaged University

Author: Kronick, Robert F.

Publisher: IGI Global

Published: 2019-08-23

Total Pages: 307

ISBN-13: 1799802825

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University involvement within their communities and the promotion of engaged scholarship is essential for the success of the learning institution as well as for providing students with opportunities to interact with various leadership roles and hands-on interactions with the communities themselves. Community schools employ strategic partnerships to expand the boundaries of school improvements and to increase the direct benefits gained by the community. Emerging Perspectives on Community Schools and the Engaged University is an essential research publication that explores the importance of civic engagement in various school settings, but especially in higher education settings. Featuring a wide range of topics such as service learning, charter schools, and democracy, this book is ideal for community organizers, superintendents, directors, provosts, chancellors, education practitioners, academicians, administrators, researchers, and education policymakers.

Succeeding Together?
Succeeding Together?

Author: Kelly Gallagher-MacKay

Publisher: University of Toronto Press

Published: 2017-04-24

Total Pages: 224

ISBN-13: 1442624191

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Growing attention has focused on the education of children in the child welfare system, particularly those in foster care, but ninety-two percent of children in the child welfare system stay with their parents and their educational needs receive little attention. Succeeding Together? is an institutional ethnography that analyses front-line accounts from mothers, teachers, and child welfare workers to explore the educational issues facing abused and neglected children outside of foster care. Kelly Gallagher-Mackay examines the complex policy framework and underlying assumptions that shape the practice of collective responsibility for this vulnerable group, shining a light on the implications of their status in-between private and public responsibility. Gallagher-Mackay breaks down collective responsibility into three areas: surveillance and the duty to report, child welfare’s poorly defined responsibility to provide educational supports, and the privatized nature of teachers’ professional responsibility for caring. The involvement of child welfare represents a public judgment that there should be strong, proactive, and coordinated intervention to ensure protection and well-being. Succeeding Together? reveals significant shortfalls in coordination and commitment to the well-being of society’s most vulnerable.

Organizing Schools for Improvement
Organizing Schools for Improvement

Author: Anthony S. Bryk

Publisher: University of Chicago Press

Published: 2010-03-15

Total Pages: 328

ISBN-13: 0226078019

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In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.

Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools
Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools

Author: Hal A. Lawson

Publisher: Springer

Published: 2015-12-14

Total Pages: 446

ISBN-13: 3319256645

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This book focuses on special organizational configurations for schools in diverse parts of the world. Some of these new organizational and institutional designs are called multi-service schools, others are called extended service schools and still others are called community learning centers. While these schools have different names and notable different characteristics, they belong in the same category because of a common feature in their design: they connect schools with once-separate community programs and services.Chief among the prototypes for these new organizational and institutional designs are the ones featured in the book’s title. Some are called multi-service schools to indicate that they selectively provide some new programs and services. Others are called extended service schools to indicate that they serve young people beyond the regular school day, seeking influence and control over out-of-school time while enabling alternative teaching-learning strategies, and providing services other than typical “pupil support services.” Still others are called community learning centers, a name that showcases the educational functions and priorities of schools and announcing priorities for adult learning and development. Community schools, still called in some places full-service community schools, serves as a prototype that increasingly positions schools as multi-purpose, multi-component, anchor institutions serving identifiable neighborhoods and entire rural communities. The book is structured to enhance understanding of these organizational prototypes and provides comparative social analysis. It also identifies knowledge needs and gaps as well as developmental territory for the future.

Promising Practices to Connect Schools with the Community
Promising Practices to Connect Schools with the Community

Author: Diana Hiatt-Michael

Publisher: IAP

Published: 2003-02-01

Total Pages: 158

ISBN-13: 1607527766

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Recipient of AERA Outstanding Contributions Relating Theory to Practice Award: Interpretive Scholarship for 2004 This is the second in a series of monographs by the Family, School, Community Partnership (FSCP) Special Interest Group of the American Educational Research Association. Parent involvement, as one of the eight National Education Goals in 1994, has brought heightened awareness to the importance of connecting educational institutions and their communities. The goal envisions “school partnerships that will increase parent involvement and participation in promoting the social, emotional, and academic growth of children.” The U.S. Congress additionally supported this goal in the passage of the No Child Left Behind Act in 2001. This act is the renewal of the Elementary and Secondary Education Act and strongly promotes schools’ active involvement with families and the surrounding community.