Cleveland Metropolitan School District Human Ware Audit: Findings and Recommendations

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Autor/inn/en	Osher, David; Poirier, Jeffrey M.; Dwyer, Kevin P.; Hicks, Regenia; Brown, Leah J.; Lampron, Stephanie; Rodriguez, Carlos
Institution	American Institutes for Research
Titel	Cleveland Metropolitan School District Human Ware Audit: Findings and Recommendations
Quelle	(2008), (191 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Urban Schools; Educational Environment; School Safety; Professional Development; Attendance; School Community Relationship; Family School Relationship; School Administration; Positive Reinforcement; Human Resources; Change Strategies; Social Development; Emotional Development; Social Support Groups; Early Intervention; High Risk Students; Mental Health; Student Surveys; Middle School Students; High School Students; Case Studies; Data Collection; Data Analysis; Educational Cooperation; Ohio + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Anwesenheit; Humankapital; Lösungsstrategie; Soziale Entwicklung; Gefühlsbildung; Social support; Soziale Unterstützung; Problemschüler; Psychohygiene; Schülerbefragung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Case study; Fallstudie; Case Study; Data capture; Datensammlung; Auswertung; Education; cooperation; Kooperation
Abstract	Children and youth require safe and supportive schools and communities if they are to succeed in school and thrive. These needs are particularly great for children who struggle with the impacts of chronic poverty, lead poisoning and lead effect, community and media violence, drugs and alcohol, trauma and loss. There are many such students in Cleveland, and research suggests that many of them attend schools that do not sufficiently address their needs. The Cleveland Metropolitan School District and the mayor of Cleveland asked the American Institutes for Research (AIR) to conduct an independent gaps analysis and to make recommendations regarding what can be done in Cleveland's schools and by its mental health and other community agencies to improve the connectedness that students have to school, and their mental wellness and safety. Research was conducted over a six-month period. AIR spoke with more than 100 individuals about what was working and sufficient, what was working but insufficient, what was working but needed refinement, what was missing, what was not working and what was having harmful impacts. District students in grade 5 and up were surveyed regarding the extent to which they feel emotionally and physically safe, supported, connected and challenged, in an environment where their peers are socially responsible. Site visits were conducted to four Cleveland schools, and to SuccessTech Academy. Available data and reports were also reviewed and analyzed. Three key findings are identified: (1) Factors That Place Children and Schools at Risk for Poor School Outcomes, Emotional and Behavioral Problems and Disorders and Violence; (2) Poor or Weak Conditions for Learning, Teaching and Development and a Lack of Effective Approaches to Build These Conditions for Learning; and (3) Undeveloped and Inconsistent Capacity to Address the Factors That Place Children and Schools At Risk of Poor Outcomes and to Improve the Conditions for Learning, Teaching and Development. Recommendations are presented in 10 strategies for a three-tiered approach to (1) Build a school-wide foundation that reduces the incidence of behavioral and academic problems and enhances the probability of student success; (2) Intervene early for students who are at elevated levels of risk; and (3) Provide intensive supports and services for students who are at the greatest level of need. Strategy 1 involves recommendations about using data for assessing, planning, monitoring and evaluating the conditions for learning, teaching and development and the level of need, risk and wellness of Cleveland's children and youth. Recommendations within Strategies 2, 3 and 4 focus primarily on universal promotion and prevention. Recommendations within Strategies 5, 6 and 7 focus primarily on early and intensive interventions. Strategy 8 addresses the need for ongoing and professional development and support, which have been identified as necessary in improving outcomes for children and youth with and at risk of developing emotional and behavioral problems. Strategy 9 addresses the need for focused and sustainable funding to support human ware improvements. Strategy 10 involves ongoing monitoring and evaluation of data for assessing, planning, monitoring and evaluating the conditions for learning, teaching and development and the level of need, risk and wellness. A glossary of acronyms is attached. Five appendixes are included: (1) Conditions for Learning; Middle and High School Surveys; (2) Case Study School Snapshots; (3) Mental Health Agencies and Neighborhood Collaboratives Associated with Schools (And Preventions and Safe and Drug-Free Schools Programs); (4) Other Data Tables and Figures; and (5) Relationships among Strategies, Recommendations and Findings and Implementation-Related Information. (Contains 42 footnotes, 14 figures and 53 tables.) (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10