Community- and School-Sponsored Program Participation and Academic Achievement in a Full-Service Community School

Autor/in	Houser, John H. W.
Titel	Community- and School-Sponsored Program Participation and Academic Achievement in a Full-Service Community School
Quelle	In: Education and Urban Society, 48 (2016) 4, S. 324-345Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124514533792
Schlagwörter	Forschungsbericht; Community Schools; Secondary Education; Community Programs; School Community Programs; Extracurricular Activities; Academic Achievement; Urban Schools; Multiple Regression Analysis; Predictor Variables; Student Participation; High School Students; Grade Point Average; Gender Differences; Racial Differences; Ethnicity; Indiana + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Sekundarbereich; Außerunterrichtliche Aktivität; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Prädiktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Rassenunterschied; Ethnizität
Abstract	Community schools represent a school reform approach that purports to address the multifaceted and intertwined challenges faced by poor urban communities and schools. The community school approach includes partnering with community organizations, making the school a community hub where services are provided during and outside of the school day, and targeting broad student, family, and community outcomes. This study examines one of the primary components of community schools, school- and community-sponsored extracurricular programming, and its relationship to academic achievement. The study was performed at an urban community school serving Grades 7 through 12. Descriptive analyses indicated high levels of participation and variation in participation, and academic achievement by demographic group. Hierarchical regression analyses indicated that both school- and community-sponsored program participation were significant predictors of academic achievement. Implications of the results and future directions for research are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01