Gateway to Think Tanks
来源类型 | REPORT |
规范类型 | 报告 |
Positive Student Outcomes in Community Schools | |
Sebastian Castrechini; Rebecca A. London | |
发表日期 | 2012-02-22 |
出版年 | 2012 |
语种 | 英语 |
概述 | Community schools that align schools and community resources are a promising strategy for improving student outcomes, write Sebastian Castrechini and Rebecca A. London. |
摘要 | Download this report (pdf) Download the introduction and summary (pdf) Read this report on your browser (Scribd) In a nation where 42 percent of children live in low-income families, too many schools face the challenge of teaching students burdened with unmet needs that pose obstacles to learning. If our aim as a country is to ensure that all children succeed academically, particularly those living in struggling communities with limited resources, we simply can’t ask schools to do it alone. Community schools that align schools and community resources are a promising strategy for improving student outcomes by providing wraparound services that meet the social, physical, cognitive, and economic needs of both students and families. And while much of the current literature on community schools focuses on highlighting policies and practices to support the implementation of community school models, very little research examines how community schools affect student outcomes. Since 2007, the John W. Gardner Center for Youth and Their Communities ( JGC) at Stanford University has partnered with the Redwood City School District (RCSD) in Redwood City, Calif., south of San Francisco, to conduct research on participation and outcomes for students in the Redwood City School District’s community schools. This local initiative includes five community schools, with students in grades K through 8, that provided more than 250 programs, services, and events in the 2010-11 school year. The purpose of this paper is to provide an in-depth analysis of one district’s community schools using quantitative data to show how students and families use services at these schools and how those services work together to positively affect student outcomes. This analysis uses the Youth Data Archive, a JGC initiative that matches data across agencies that serve youth in common to ask and answer questions that the agencies could not answer alone. For this analysis, we linked student achievement data from the Redwood City School District, attendance records from program providers at community schools, and student survey data collected by the JGC, to examine participation patterns in community school programs as well as the relationship between these services and student outcomes. The main findings from this analysis are:
The findings have important implications for policy at the state, federal, and local levels. Key implications outlined in this paper include:
This report, by focusing on the experience of the Redwood City School District, seeks to inform community school efforts in other parts of the country with insights into potential ways that community schools interact with students and families to improve student outcomes. Download this report (pdf) Download the introduction and summary (pdf) Read this report on your browser (Scribd) |
主题 | Education, K-12 |
URL | https://www.americanprogress.org/issues/education-k-12/reports/2012/02/22/11098/positive-student-outcomes-in-community-schools/ |
来源智库 | Center for American Progress (United States) |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/435207 |
推荐引用方式 GB/T 7714 | Sebastian Castrechini,Rebecca A. London. Positive Student Outcomes in Community Schools. 2012. |
条目包含的文件 | 条目无相关文件。 |
除非特别说明,本系统中所有内容都受版权保护,并保留所有权利。