Strategies for Student Attendance and School Climate in Baltimore's Community Schools

Autor/inn/en	Durham, Rachel E.; Connolly, Faith
Institution	Baltimore Education Research Consortium (BERC)
Titel	Strategies for Student Attendance and School Climate in Baltimore's Community Schools
Quelle	(2017), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Schools; Holistic Approach; Student Needs; Family Needs; Access to Health Care; Social Development; Emotional Development; Enrichment Activities; Educational Environment; Interviews; Administrator Role; Parent School Relationship; Alignment (Education); Partnerships in Education; Attendance; Records (Forms); Statistical Analysis; School Surveys; At Risk Students; Social Services; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Holistischer Ansatz; Soziale Entwicklung; Gefühlsbildung; Bereicherungsprogramm; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interviewing; Interviewtechnik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Hochschulpartnerschaft; Anwesenheit; Formularsammlung; Statistische Analyse; Social service; Soziale Dienstleistung; Soziale Dienste
Abstract	In 2012, the Community School Engagement Strategy was adopted by the Family League of Baltimore as a way to address historical racial and structural inequalities that have produced unequal educational outcomes among the city's children and youth. The goals of community schools include integrating health and social supports for children and their families, and providing additional opportunities for academics, socioemotional learning, and enrichment for youth during and after school. This study identified community schools with higher student attendance and more positive school climate than peer community schools. School community coordinators were interviewed to learn how their work was structured to elicit "effective practices" around attendance and climate. Overall, coordinators reported that having clearly designated roles, reliable protocols and procedures, and a leader who consistently communicated expectations to parents and students helped ensure that community schools could maintain high attendance and a positive school climate. Alignment of goals across school and community stakeholders, supportive, respectful relationships with families, and cooperative partnerships with community-based organizations also served to make that work coherent and effective. (ERIC).
Anmerkungen	Baltimore Education Research Consortium. 2701 North Charles Street Suite 300, Baltimore, MD 21218. Tel: 410-516-4044; Web site: http://www.baltimore-berc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01