Becoming a Community School: A Study of Oakland Unified School District Community School Implementation, 2015-2016

Autor/inn/en	Fehrer, Kendra; Leos-Urbel, Jacob; Messner, Erica; Riley, Nicole
Institution	Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Titel	Becoming a Community School: A Study of Oakland Unified School District Community School Implementation, 2015-2016
Quelle	(2016), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Schools; School Districts; Program Implementation; Models; School Role; Educational Strategies; Cooperation; Trust (Psychology); Instructional Leadership; Alignment (Education); Educational Trends; Attendance; Suspension; High Schools; School Readiness; Barriers; Equal Education; Partnerships in Education; Standards; Decision Making; Educational Benefits; After School Programs; Outcomes of Education; Community Involvement; Integrated Services; Mixed Methods Research; Semi Structured Interviews; Qualitative Research; California (Oakland) + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; School district; Schulbezirk; Analogiemodell; Lehrstrategie; Co-operation; Kooperation; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsentwicklung; Anwesenheit; Ausschluss; Schulausschluss; High school; Oberschule; Readiness for school; School ability; Schulreife; Hochschulpartnerschaft; Standard; Decision-making; Entscheidungsfindung; Bildungsertrag; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lernleistung; Schulerfolg; Qualitative Forschung
Abstract	Since 2014, Oakland Unified School District (OUSD) has partnered with the Gardner Center for Youth and Their Communities at Stanford University (Gardner Center) to support OUSD's efforts to assess, enhance, and scale their community schools work. They began by working with the district to develop a System Strategy Map to articulate the district's goals, desired outcomes, and key elements of the community school initiative. Their first year of research tested this theory of action by identifying key programmatic and organizational elements of community schools at mature sites, as well as initial trends in student outcomes. This report presents findings from the second year of their research collaboration (SY2015-16) which focused on three primary areas: (1) the role of the district in supporting community school implementation; (2) the experience of newer community school sites, as well as district staff, to better understand the process by which schools become community schools; and (3) understanding the expanding reach of community school implementation in OUSD as well as the relationship between community school participation and student outcomes through analysis of available administrative data. Three appendices are included: (1) System Strategy Map; (2) Research Methods; and (3) Additional Analysis of Student Trends. (ERIC).
Anmerkungen	John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01