Sustaining Full-Service Community Schools: Lessons from the Tulsa Area Community Schools Initiative

Autor/in	Adams, Curt M.
Titel	Sustaining Full-Service Community Schools: Lessons from the Tulsa Area Community Schools Initiative
Quelle	In: Journal of Education for Students Placed at Risk, 24 (2019) 3, S.288-313 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2019.1615924
Schlagwörter	Sustainability; Community Schools; Outcomes of Education; Integrated Services; School Effectiveness; Educational Environment; School Districts; Low Income Students; Trust (Psychology); Parent School Relationship; Teacher Student Relationship; Teacher Administrator Relationship; Elementary School Students; Reading Achievement; Mathematics Achievement; Holistic Approach; Family Involvement; Instructional Leadership; Children; Oklahoma (Tulsa) + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Community school; ; Gemeindeschule; Gemeinschaftsschule; Lernleistung; Schulerfolg; Schuleffizienz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School district; Schulbezirk; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Holistischer Ansatz; Instruction; Leadership; Bildung; Erziehung; Führung; Child; Kind; Kinder
Abstract	The purpose of this study was to explore sustainability of social conditions and achievement outcomes in six full-service community schools (FSCSs) in two districts (Tulsa and Union Public Schools) associated with the Tulsa Area Community Schools Initiative (TACSI). Three questions guided the inquiry: How has TACSI changed over the last 9 years? Have the six TACSI FSCSs in Tulsa and Union maintained strong conditions for learning compared to non-TACSI schools? Have the six TACSI FSCSs in Tulsa and Union maintained better achievement outcomes compared to non-TACSI schools? Findings suggest that FSCSs cannot be separated from the larger district context in which they are embedded. Differences in FSCS implementation and outcomes were visible as the TACSI network expanded, as district priorities shifted, and as leadership changed. Implications of these findings for educational reform, generally, and FSCSs, specifically, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01