A Comparative Analysis of the Impact of a Full-Service Community School on Student Achievement

Autor/inn/en	Caldas, Stephen J.; Gómez, Diane W.; Ferrara, JoAnne
Titel	A Comparative Analysis of the Impact of a Full-Service Community School on Student Achievement
Quelle	In: Journal of Education for Students Placed at Risk, 24 (2019) 3, S.197-217 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2019.1615921
Schlagwörter	Elementary Schools; Community Schools; Academic Achievement; Program Effectiveness; Standardized Tests; Grade Point Average; State Standards; High School Students; Disadvantaged Youth; School Community Programs; Magnet Schools; Hispanic American Students; Racial Differences; Achievement Gap; High School Graduates; Graduation Rate; Partnerships in Education; After School Programs; Enrichment Activities; Access to Health Care; Faculty Development; Mental Health; Adult Education; African American Students; Low Income Students; Students with Disabilities; English Language Learners; New York; New York State Regents Examinations; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Community school; ; Gemeindeschule; Gemeinschaftsschule; Schulleistung; Standadised tests; Standardisierter Test; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Benachteiligter Jugendlicher; Hispanic; Hispanic Americans; Hispanoamerikaner; Rassenunterschied; Graduate; Graduates; Absolvent; Absolventin; Hochschulpartnerschaft; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Bereicherungsprogramm; Psychohygiene; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; African Americans; Afroamerikaner; Disability; Disabilities; Behinderung
Abstract	This article reports the effects of attending an elementary full-service community school (FSCS) on a variety of student academic outcomes in high school. The focal FSCS, Key Elementary, serves students in grades K-5 in a diverse southeastern New York State (NYS) school district. The academic performance of students, born between 1991 and 1996, who attended Key Elementary FSCS is compared with a similar group of students who attended a traditional elementary school in the same district. Overall, students who attended Key Elementary FSCS scored higher on most of the NYS Regents examinations, were more likely to graduate with NYS Advanced Designation high school diplomas, and had higher average cumulative GPAs and SAT I scores than students who attended the comparison school. Students who attended the elementary FSCS also took more AP exams, and were more likely to indicate their intention to enroll in a four-year college. Implications of these findings for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01