Successes, Challenges, and Future Directions for an Urban Full Service Community Schools Initiative

Datos Bibliográficos

ID9728728
AutoresJeffrey A Anderson (0000-0001-9922-5442, Indiana University Bloomington, autor de correspondencia), Ming-E Chen (Indiana University Bloomington), Minge Chen (Indiana University Bloomington), Mina Min (Indiana University Bloomington), Natalie Croxton (0000-0001-9080-0535, Indiana University Bloomington), Lara L Watkins (Bridgewater State University, MA, USA), Lara Watkins (Bridgewater State University)
Año2019
Volumen51
Número7
Páginas894-921
Fecha de publicación2019-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124517747032
OpenAlexW2777976772
IdiomaEN
Citas recibidas4
Referencias citadas34

After receiving a multiyear federal grant, an urban school district and community agency that focused on family literacy implemented a comprehensive school reform initiative called Providence Full Service Community Schools (PFSCS). A host of community partners collaborated to develop the PFSCS model with the broad goal of strategically connecting teachers, families, afterschool programming, and community services, as a method for improving the well-being of students in participating schools and their families. This article compares findings from a baseline and 4-year follow-up study of the PFSCS, documenting changes in stakeholder perceptions about the project. In the follow-up study, respondents noted increased family engagement and improved climate in PFSCS schools, along with more school–community partnerships. Findings also suggested stakeholder perceptions had changed regarding the extent to which the PFSCS was expected to improve academic achievement. Specifically, although some stakeholders were disappointed that a direct link between the PFSCS and improved test scores had not been found, findings also indicated that overall, the community continued to value the work and desired to see the program expand

Agency (philosophy · Baseline (sea · Business · Community engagement · Community organization · Literacy · Medical education · Pedagogy · Political science · Public relations · Service (business · Sociology · Stakeholder · Work (physics · Diverse Education Studies and Reforms · Engineering · Indigenous and Place-Based Education · Marketing · Medicine · Parental Involvement in Education · Psychology