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All the questions about " School, Family, and Community Partnerships " that have been answered are listed below. To search for specific questions, enter one or more search terms. There are 21 questions currently posted in the database that match this query. Displaying question 1 through 21 Question: EXPERT'S UPDATE: "Educating America's Youth: What Makes a Difference" Asked by: Expert's keyword(s) : research, educational adjustment, achievement, attainment, schools, education Answer : This 8-page Child Trends Research Brief was published in 2002 and reviews more than 300 research studies on educational adjustment, educational achievement, and educational attainment.https://secure.webfirst.com/childtrends.org/onlinecart/product.cfm?id=870 Answered by : Question: EXPERT'S UPDATE: "The Growth in After-School Programs and Their Impact" Asked by: Expert's keyword(s) : afterschool, after-school programs, impact, outcomes, Brookings Answer : Commissioned by the Brookings Roundtable on Children and published in February, 2003. The 35-page paper by Rob Hollister reviews 10 studies with rigorous methodology to measure the impact of afterschool programs on a variety of outcomes.www.brook.edu/dybdocroot/views/papers/sawhill/20030225.pdf Answered by : Question: EXPERT'S UPDATE: "Connecting Vulnerable Youth: A Municipal Leader's Guide" Asked by: Expert's keyword(s) : municipal leaders, leadership, vulnerable youth, at-risk, local initiatives Answer : Published in the summer of 2003 in cooperation with the AED Center for Youth Development and Policy Research, this 8-page pamphlet discusses why municipal leaders are pursuing work that assists vulnerable and out-of-school youth, provides examples from cities across the country, and poses seven questions that municipal officials can ask in their communities to jump start local initiatives.www.nlc.org/nlc_org/site/files/reports/vulnerable youth.pdf Answered by : Question: EXPERT'S UPDATE: "Local Intermediary Organizations: Connecting the Dots for Children, Youth, and Families" Asked by: Expert's keyword(s) : intermediary organizations, service delivery, children and youth, families, communities, system reform Answer : This 8-page brief was written in 2003 by authors from the American Youth Policy Forum, the AED Center for Youth Development and Policy Research, the Coalition for Community Schools at the Institute for Educational Leadership, the Finance Project, Jobs for the Future, and New Ways to Work. The brief focuses on how intermediary organizations are improving systems that support children, youth, and families, and their potential to revitalize and reform the delivery of services to children, youth, and families.www.afterschool.org/resources.cfm Answered by : Question: EXPERT'S UPDATE: "School Communities that Work for Results and Equity: A Portfolio for District Redesign" Asked by: Expert's keyword(s) : district reform, school-community collaboration, urban school reform, district redesign Answer : This portfolio of nine reports from the Annenberg Institute for School Reform offers concrete and innovative recommendations for improving urban education systems, especially school districts. The following topics are included in the portfolio:*School Communities that Work for Results and Equity *Generally Accepted Principles of Teaching and Learning with Their Implications for Local Education Support Systems *Central Office Review for Results and Equity *Find, Deploy, Support, and Keep the Best Teachers and School Leaders *Developing Effective Partnerships to Support Local Education *A District Leader's Guide to Relationships that Support Systemic Change *First Steps to a Level Playing Field: An Introduction to Student-Based Budgeting *Assessing Inequities in School Funding Within Districts: A Tool to Prepare for Student-Based Budgeting *Moving Toward Equity in School Funding Within Districts To download the portfolio, go to www.annenberginstitute.org/resources/district.html Answered by : Question: EXPERT UPDATE: "Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey" Asked by: Expert's keyword(s) : collaboration, organizations, organizational development, cooperation Answer : This 1994 classic from the Amherst H. Wilder Foundation is a user-friendly resource for how to overcome obstacles to create a successful collaboration. The handbook tells you what to expect and how to meet challenges in a way that strengthens your group and the results you are after. Learn how to:*Find and attract the right people *Build trust among diverse groups *Change conflict into cooperation *Select the best structure for your collaboration *Keep people involved, enthusiastic, and motivated *Energize your supporters with a powerful collaborative vision *Deepen the roots of collaboration for lasting success Written by Michael Winer and Karen Ray, the handbook takes you step-by-step through the entire process. Appendices include a case study following one collaboration from start to finish and 16 worksheets to help you solve problems, plan successful strategies, and document your progress. Available for $30 from www.wilder.org/pubs/collab_hndbk Answered by : Question: EXPERT'S UPDATE: "No More Islands: Family Involvement in 27 School and Youth Programs" Asked by: Expert's keyword(s) : youth, youth programs, evaluations, families, neighborhoods Answer : In this 152-page report by the American Youth Policy Forum, Donna Walker James and Glenda Partee assert that young people should not be treated as "islands" by school and youth programs, separate from the context of their families and neighborhoods. This compendia of over 100 summaries of evaluations of effective youth programs identifies many of these family-like strategies: include caring adults; create small, close-knit environments; articulate high expectations; and provide long-term support.http://64.226.111.21/publications/nomoreisle/index.htm Answered by : Question: EXPERT'S UPDATE: "Leave No Youth Behind: Opportunities for Congress to Reach Disconnected Youth" Asked by: Expert's keyword(s) : disconnected youth, vulnerable youth, Adult Education and Family Literacy Act, Higher Education Act, Individuals with Disabilities Education Act, Runaway and Homeless Youth Act, Temporary Assistance for Needy Families, Workforce Investment Act Answer : Published in July, 2003 by the Center for Law and Social Policy and edited by Jodie Levin-Epstein and Mark H. Greenberg, this 110-page report asserts that too many young people are not on the path toward successful adulthood, and the U.S. has no coherent policy to help these disconnected youth become productive members of society. Estimates of the number of youth who are disconnected or at risk of becoming disconnected range from nearly 3 million to more than 7 million. The report offers recommendations to help disconnected youth in six programs being considered by the 108th Congress for reauthorization: the Adult Education and Family Literacy Act, the Higher Education Act, the Individuals with Disabilities Education Act, the Runaway and Homeless Youth Act, the Temporary Assistance for Needy Families program, and the Workforce Investment Act. It encourages federal policymakers to look across legislative initiatives to develop an integrated set of policies to address the needs of this population. The report concludes that the nation should commit itself to increase the proportion of young people who at age 25 (1) have a high school diploma and postsecondary degree or credential, (2) are employed in jobs with career advancement possibilities, and (3) are not engaged in adverse risk-taking behaviors.www.clasp.org/DMS/Documents/1057083505.88/Disconnected_Youth.pdf Answered by : Question: I am looking for research on the leadership role of the superintendent in effecting school-family-community partnerships at the district level. Much of the research is focused on building level - school administrator roles. Can you provide some leads or a direction to take in literature searches? Thank you.I am a doctoral student in Educational Leadership. Alice Frederick Torres CT Asked by: Expert's keyword(s) : superintendent, leadership, school-family-community partnerships, district Answer : Some organizations and resources that might be helpful to you in your search for information on the leadership role of the superintendent in effecting school-family-community partnerships at the district level are:1. "School Communities that Work: A National Task Force on the Future of Urban Districts": Central Office Review for Results and Equity project of the Annenberg Institute for School Reform http://www.schoolcommunities.org/images/CORRE.pdf 2. "From Governance to Accountability: Building Relationships That Make Schools Work" This 2003 publication of the NYU Institute for Education and Social Policy presents an approach to assessing how well districts engage the community in supporting school reform http://www.nyu.edu/iesp/publications/drum_major.pdf 3. Coalition for Community Schools at the Institute for Educational Leadership www.communityschools.org 4. American Association of School Administrators http://www.aasa.org Answered by : Question: I am seeking research related to the pros and cons of locating an onsite daycare for teen parents.
Asked by: Expert's keyword(s) : teen pregnancy, teen parents, adolescent parents, school-based daycare, school-based childcare, rese Answer :There is not a great deal of research that has been conducted in this area specifically, but there are studies that have examined the effectiveness of family support services for teen parents, as well as the effectiveness of school-based child care. Studies have also been conducted on the effectiveness of school-based health clinics. Below are some references to recent studies that might be helpful to you:
Answered by : Question: EXPERT'S UPDATE: Finding Out What Matters for Youth: Testing Key Links in a Community Action Framework for Youth Development Asked by: Expert's keyword(s) : youth development, adolescents, adolescence, transition, adulthood Answer :"Finding Out What Matters for Youth: Testing Key Links in a Community Action Framework for Youth Development" is a report that investigates what areas adolescents have to develop in order to become successful young adults. The report identifies three basic areas: economic self-sufficiency, healthy relationships, and community involvement. The report concludes that adolescents need to be doing well in at least two of the three areas to make a successful transition into young adulthood. However, problems can arise in the transition to young adulthood if an adolescent is either struggling in one area or not doing well in any. Free copies of this report are available for download in .pdf format at http://www.ydsi.org/YDSI/publications/.
Answered by : Question: EXPERT'S UPDATE: Developing 21st Century Skills to Build Healthier Communities Asked by: Expert's keyword(s) : 21st century skills, media, technology, computers, employment Answer :South Partners for Community Health publishes a bi-annual newsletter in which "Developing 21st Century Skills to Build Healthier Communities" appeared in the Spring of 2003. This article emphasizes the importance of bringing 21st century media (Internet, radio and television broadcasting, and video editing) into areas which do not have access to such technology.
The article also gives examples of programs which use 21st century media and communications tools in youth programs, and provides a detailed description of one program. For copies of the article, please contact Judy Haxton at jlhaxton@aol.com or 301-565-0805. Answered by : Question: EXPERT'S UPDATE: Evaluating Out-of-School Time in the new issue of "The Evaluation Exchange" by the Harvard Family Research Project Asked by: Expert's keyword(s) : out-of-school time, afterschool programs, after school, program evaluation, research, policy implica Answer :The latest issue of "The Evaluation Exchange" from the Harvard Family Research Project focuses on evaluating out-of-school time programs. The topic is particularly timely due to the March release of the first-year evaluation report for the 21st Century Community Learning Centers program and the Administration's coincident proposal to decrease funding for the program by 40%.
Answered by : Question: EXPERT'S UPDATE: New report from the Coalition for Community Schools: "Making the Difference: Research and Practice in Community Schools" Asked by: Expert's keyword(s) : community schools, assessment, evaluation, youth development, community impact Answer :The Coalition for Community Schools' recent report, "Making the Difference: Research and Practice in Community Schools," uses research and evaluation data to demonstrate how community schools are an effective strategy to educate all children. Evaluation findings from 20 community school initiatives across the nation show the effects of community schools on outcomes that help improve student learning. Included are profiles of 15 community schools at the elementary, middle and high school levels that are making the difference. The report also describes an action agenda for varied stakeholders to create community schools in your area.
Answered by : Expert's keyword(s) : Answer : The Coalition for Community Schools' recent report, "Making the Difference: Research and Practice in Community Schools," uses research and evaluation data to demonstrate how community schools are an effective strategy to educate all children. Evaluation findings from 20 community school initiatives across the nation show the effects of community schools on outcomes that help improve student learning. Included are profiles of 15 community schools at the elementary, middle and high school levels that are making the difference. The report also describes an action agenda for varied stakeholders to create community schools in your area.The executive summary and full report of Making the Difference are now available to download at http://www.communityschools.org/mtdhomepage.html#download. Additional resources and tools to create and sustain community schools can be found on the website as well. Hard copies of the report may also be ordered from the Coalition for Community Schools and executive summaries are free. Answered by : Question: EXPERT'S UPDATE: New report from the Coalition for Community Schools: "Making the Difference: Research and Practice in Community Schools" Asked by: Expert's keyword(s) : community schools, assessment, evaluation, youth development, community impact Answer :The Coalition for Community Schools' recent report, "Making the Difference: Research and Practice in Community Schools," uses research and evaluation data to demonstrate how community schools are an effective strategy to educate all children. Evaluation findings from 20 community school initiatives across the nation show the effects of community schools on outcomes that help improve student learning. Included are profiles of 15 community schools at the elementary, middle and high school levels that are making the difference. The report also describes an action agenda for varied stakeholders to create community schools in your area.
Answered by : Expert's keyword(s) : Answer : The Coalition for Community Schools' recent report, "Making the Difference: Research and Practice in Community Schools," uses research and evaluation data to demonstrate how community schools are an effective strategy to educate all children. Evaluation findings from 20 community school initiatives across the nation show the effects of community schools on outcomes that help improve student learning. Included are profiles of 15 community schools at the elementary, middle and high school levels that are making the difference. The report also describes an action agenda for varied stakeholders to create community schools in your area.The executive summary and full report of Making the Difference are now available to download at http://www.communityschools.org/mtdhomepage.html#download. Additional resources and tools to create and sustain community schools can be found on the website as well. Hard copies of the report may also be ordered from the Coalition for Community Schools and executive summaries are free. Answered by : Question: I am a researcher interested in cognitive performance of twins in impverished families. This is not an easy group to find, and for some time I have thought of using the standardized test scores that students are now routinely given in schools. It might work like this: A school district or state identifies students taking a test who have the same last name and the same birthdate in the same school. Most of these will be twins. They provide me with these names, I get in touch with the families, obtain consent to get their test scores, conduct a brief interview over the phone. I then send consent to the district, who supplies me with the test scores.
Asked by: Expert's keyword(s) : research design, twins, cognitive functioning, test score data, data collection Answer :Your research design approach sounds reasonable, but there are a few questions you might want to consider before moving forward: What is the research question you are trying to address? How do you see school test scores as a measure of cognitive functioning? How would you go about assessing what families are impoverished?
Answered by : Question: Can anyone recommend a text book for an undergraduate, lower division course entitled "school family community partnerships" ? (course articulates to a teacher ed program in state university system) If so, could you e-mail me at cyaron@earthlink.net Thanks in advance- Asked by: Expert's keyword(s) : community partnerships, collaboration, schools and families Answer :There are a few textbooks that would be appropriate for an undergraduate-level course on school-family-community partnerships. We would recommend the following:
Answered by : Question: I am looking for some materials to share with parents to help them understand "developmental readiness" especially when it is lacking and we want to have a child repeat a grade. Parents always want to "fix it" and pass them on to next grade. Asked by: Expert's keyword(s) : parents, educators, readiness, development, Internet resources Answer :There are a lot of very helpful, practical resources available on the Internet, many of which are targeted toward parents and educators. Below are some suggested resources organized by age group: * Young children (0-5): Zero to Three ( http://www.zerotothree.org/ztt_parentAZ.html ), a national non-profit organization dedicated to the healthy development of young children, provides developmental milestones for infants through toddlers. * Middle Childhood (5-11): ERIC-EECE Clearinghouse on Elementary and Early Childhood Education ( http://ericeece.org/ ), searchable database with research-based articles, links, and other resources (see also ReadyWeb, http://ericps.crc.uiuc.edu/readyweb/ ). * Adolescents (12-18+): National Youth Development Information Center ( http://www.nydic.org ), has a searchable database of articles and resources and sections on youth development and research. National Clearinghouse on Families and Youth ( http://www.ncfy.com/ ), features a section with resources for parents and community members, as well as a section for youth service professionals and policymakers. * All Ages: Children, Youth and Families Education and Research Network ( http://www.cyfernet.org/ ), has informational sections on early childhood, school age (K-8), and teens. Includes articles and resources on physical, social and emotional, and cognitive development. There is also a Parent/Family section with articles on child and adolescent development ( http://twosocks.ces.ncsu.edu/cyfdb/browse_2pageA.php?subcat=Child+and+Adolescent+Development&search=Parent%2FFamily&search_type=browse ) Answered by : Question: Can you point me to samples of surveys used to determine parent and/or student satisfaction with high school? Thanks! Asked by: Expert's keyword(s) : surveys, questionnaires, parent satisfaction, student satisfaction, school climate Answer :Many schools and school districts use surveys to assess the level of satisfaction that high school students and their parents have with school. You can obtain examples of instruments from a variety of sources (some charge a fee for their service), including:
Answered by : Question: I have heard about programs that open their school gyms after hours to adolescent boys. The gyms are often staffed by young local police that supervise, play basketball etc. The funding is done through government grants. The business community likes the idea of having an alternative to wandering the local stores particularly on weekends. Where could a city learn more about such programs? Asked by: Expert's keyword(s) : after-school, afterschool, enrichment, crime prevention, youth services Answer :There are many different kinds of programs that provide opportunities for children and youth after the school day ends. These programs are designed to provide safe and enriching places for children and youth to go during the nonschool hours, and incorporate a variety of educational and recreational activities. Afterschool programs are often based in schools, as the one you described, although many take place in facilities operated by local agencies, cultural institutions such as museums and libraries, and other settings in the community. Several cities around the country have started their own citywide afterschool initiatives. The Institute for Youth, Education, and Families at the National League of Cities works closely with municipal leaders who have made it a priority to address the needs of their communities' children and youth afterschool. For more information about ways that local governments can develop their own networks of afterschool programs and services, go to http://www.nlc.org/nlc_org/site/programs/institute_for_youth_education_and_families/educ.cfm. In addition, there are many sources available on the Internet for other kinds of information about afterschool programs. The Promising Practices in Afterschool (PPAS) website (www.afterschool.org) has dozens of links to sites with resources on how to start afterschool programs, program activities for children and youth, finding funding, creating public will through advocacy, and many other topics. The National Youth Development Information Center ( http://www.nydic.org ) maintains a wealth of online resources related to youth and youth services as well. If you are interested in research on afterschool programs, the Harvard Family Research Project's Out-of-School Time Program Evaluation Database has valuable information about how quality programs contribute to the well-being of children and youth ( http://www.gse.harvard.edu/~hfrp/projects/afterschool/evaldatabase.html ). Fight Crime: Invest in Kids ( http://www.fightcrime.org ) also has a variety of resources related to how afterschool programs keep children and youth safe during the nonschool hours. Afterschool programs are an exciting way to help provide the supports and opportunities that children and youth need to grow into happy, healthy, smart, and contributing adults. The best way to learn more about such programs is to begin to explore the resources available both online and within your own community. We wish you the best of luck in your endeavor! Answered by : Question: Recently, I've been hearing more and more about schools run by community-based organzations. Do you have a sense of how widespread this trend is, and could you describe some of the challenges and successes of this model of education? Asked by: Expert's keyword(s) : cbo schools, community-based organizations and education Answer :The concept of Community Based Organizations (CBO) Schools is not a new one. In fact, CBO Schools have been in existence for more than a two decades providing quality services and programming to youth and their families. These schools have a history of combining effective educational practices with youth development principles in smaller learning environments. Because CBO Schools cater to such a small number of youth, they are easily lost in the conversation around effective alternative education models.
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