Established in October 2001, the Marguerite Casey Foundation (Foundation) has been in the forefro... more Established in October 2001, the Marguerite Casey Foundation (Foundation) has been in the forefront of movement building to transform the lives of poor families and children. Its evolution has occurred in two overlapping and interconnected phases described here as organizational development and movement building. Regarding organizational development, the Foundation has: Established its mission, vision, and an overall strategy–Equal Voice; Developed innovative grantmaking guidelines that include general, long-term funding to support cornerstone organizations working across issues, races and ethnicities, regions and egos to bring about change that improves the social and economic well-being of families; Evolved its theory of change, highlighting the importance of the overlapping strategies of communications and grantmaking to achieve the Foundation's goals; and Identified five indicators of movement building progress within the Equal Voice framework to guide its evaluations. Addit...
A survey of educators in 161 U.S. schools, colleges, and departments of education (SCDEs) examine... more A survey of educators in 161 U.S. schools, colleges, and departments of education (SCDEs) examined the preparation of teachers to work with tamilies and communities. The survey included questions on the demographic characteristics and present course offerirgs of the SCDE; attitudes and perspectives of the respondents about school, family, and community partnerships; expectations or readiness for change in programs to prepare teachers, administrators, and counselors on partnerships; and open-ended questions for comments on these issues. Data analysis indicated that most respondents strongly believed in the importance of all teachers, principals, and counselors knowing how to conduct practices to involve families and communities in students' education, though few believed students graduating from SCDEs were fully prepared to do so. Most SCDEs offered at least one course and some coverage of the issue, but not enough to prepare all necessary people. Most respondents whose SCDE was ...
This study analyzes survey data from 423 parents at 6 high schools in Maryland--2 rural, 2 urban,... more This study analyzes survey data from 423 parents at 6 high schools in Maryland--2 rural, 2 urban, and 2 suburban. Multiple regression analysis was used to explore the effects of the high schools' programs of partnership on parental attitudes and reports of involvement in their teens' learning both at home and at school. The findings show that parental attitudes toward school are positively influenced by schools' partnership programs. Further, the study suggests that different types of school practices result in different parental involvement behaviors. Specifically, parental reports of involvement at home are positively and significantly influenced by school practices that assist parenting and facilitate interactions with teens on learning activities at home. Similarly, parental reports of involvement at home are most strongly influenced by school practices to involve families. The results remain constant when controlling on family and student background characteristics ...
I would like to thank Dr. Joyce Epstein, Dr. Antoinette Mitchell, and John Hollifield for their v... more I would like to thank Dr. Joyce Epstein, Dr. Antoinette Mitchell, and John Hollifield for their valuable comments on earlier drafts of this report. I would also like to thank the assistant superintendent, teachers, counselors, and students who made this research both possible and enjoyable. I hope that the findings promote greater understanding of the educational experience of African American, urban youth and promote positive change for this student population.
Teachers College Record: The Voice of Scholarship in Education, 2009
Background Research suggests that schools’ capacity to successfully implement and sustain reform ... more Background Research suggests that schools’ capacity to successfully implement and sustain reform programs may rest, in part, with district-level facilitation. The importance of district leadership has been established for a variety of educational reforms, including school, family, and community partnerships. However, few studies have been conducted to understand how successful district leaders implement and sustain school, family, and community partnerships as an educational reform. Focus of Study This case study seeks to fill this gap. It describes leadership strategies employed by the office of parent involvement in an urban school district in the United States. More specifically, this article focuses on the collaborative relationship between the office of parent involvement and a community-based parent involvement organization (CPIO). Research Design The study employed a multiple case study design, which included interviews with district, school, and parent leaders; observations ...
Journal of Education for Students Placed at Risk (JESPAR), 2019
This introduction provides a brief description of the conceptual underpinnings and defining eleme... more This introduction provides a brief description of the conceptual underpinnings and defining elements of full-service community schools (FSCSs). It also identifies sources of skepticism about the FSCS strategy. The introduction concludes with an overview of the articles included in this special issue on FSCSs, and their collective significance for addressing the concerns of skeptics and advancing the quality, sustainability, and spread of this comprehensive reform strategy.
Full-service community schools (FSCSs) are designed to provide historically underserved students ... more Full-service community schools (FSCSs) are designed to provide historically underserved students with more equitable educational experiences. Yet, the literature has given scant attention to how teachers help to fulfill the promise of these schools. Integrating two critical constructs in education—professional capital and culturally relevant and responsive pedagogy (CRP)—this article addresses the current gap by examining the role of teachers in improving student outcomes at three urban FSCSs. Using qualitative methods, this study found evidence that teachers’ professional capital and CRP help to explain differences in the case schools’ effectiveness. Implications of these findings are discussed.
Full-service community schools aim to reduce educational inequality by addressing the multifacete... more Full-service community schools aim to reduce educational inequality by addressing the multifaceted needs of low-income children and youth. Critical to this task is the ability of these schools to generate sufficient social capital to provide students, families, and teachers with essential resources. Using data from a qualitative case study, this article explores how social capital was manifested in an urban full-service community elementary school. Findings show that the principal, teachers, and staff were important sources of school-based social capital, which enabled the provision of services to students and families. However, resource scarcity and interethnic tensions threatened the expansion of social capital and the school’s transformative potential. We discuss implications of these findings for the theory, research, and practice of full-service community schools.
Journal of Educational Research Policy Studies, 2005
The current wave of educational reform includes an emphasis on family and community involvement a... more The current wave of educational reform includes an emphasis on family and community involvement as a strategy for school improvement. Yet, to effectively engage families and communities in the educational process, educators need assistance and support. In 1996, the National Network of Partnership Schools (NNPS) was established to build the capacity of educators to work collaboratively with families and community members to develop comprehensive programs of school, family, and community partnerships that focus on students' success. Using survey data collected from 603 schools that are members of NNPS, this paper examines whether particular structures, processes, and services positively influence schools' capacity to implement and maintain high quality partnership programs over time.
Full-service community schools are viewed as an approach to improve educational opportunities and... more Full-service community schools are viewed as an approach to improve educational opportunities and outcomes for underserved student populations. The realization of these goals, however, is not guaranteed. According to Richardson’s (2009) research-based model of highly effective community schools (HECS), the effectiveness of full-service community schools depends on 3 interrelated components: leadership, partnerships, and organizational development. This qualitative case study uses the HECS model to examine different levels of effectiveness among 3 full-service community schools in an urban district in the eastern United States. The article concludes with a discussion of the implications of Richardson’s model for practice and research.
International Handbook of Research on Teachers and Teaching, 2009
Monson Craig T. (Writer) (Last Name) (First) (Initial) The Effects of Mentoring on School-Aged Ch... more Monson Craig T. (Writer) (Last Name) (First) (Initial) The Effects of Mentoring on School-Aged Children as Perceived by Their Mentors,
A ccording to the Alliance for Excellent Education (2005), one-third of entering ninth-grade stud... more A ccording to the Alliance for Excellent Education (2005), one-third of entering ninth-grade students will drop out of high school before attaining a diploma, and another third will graduate unprepared for college or a good job. About half of the high schools in the nation's 35 largest cities have severe dropout rates-often as high as 50 percent. Only about 30 percent of high school students read proficiently, and more than a quarter read significantly below grade level.
Based on surveys of 375 elementary, middle, and high schools in the National Network of Partnersh... more Based on surveys of 375 elementary, middle, and high schools in the National Network of Partnership Schools (NNPS), this report identifies differences and similarities in the development and quality of these schools' programs of school, family, and community partnership, examining how NNPS members at various school levels implemented partnership programs and used NNPS tools and services; support for and obstacles to partnerships; and how factors like school context, program support, and NNPS connections influenced program quality. Results indicated that schools made progress in improving the quality of their partnerships. They reported implementing meaningful partnership activities linked to school goals such as improving student achievement, behavior, and attendance; school climate; and parental and community involvement. Some partnership activities were common across grade levels. School newsletters, parent information folders, and volunteer directories were implemented at all school levels. However, the content and frequency of newsletters, information in parent folders, and type of volunteer opportunities differed by grade level. High schools were least likely to report implementing activities for each of six types of involvement. Four factors were important to overall partnership programs quality: widespread support for partnership; supportive, engaged partnership teams; adequate funding; and active use of research-based tools. (Contains 37 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the ori inal document.
III International Symposium on Applications of Modelling as an Innovative Technology in the Agri-Food Chain; MODEL-IT, 2005
We present a predictive model of apple firmness. The model was developed using data from storage ... more We present a predictive model of apple firmness. The model was developed using data from storage experiments with cv. Elstar apples. The model was validated using data from the cultivars Cox Orange Pippin and Royal Gala. After having shown that the model was valid also for these cultivars, the model has been tested on experiments simulating dynamic chain conditions. Good predictions for these experiments have been obtained.
The National Network of Partnership Schools at Johns Hopkins University's Center on School, F... more The National Network of Partnership Schools at Johns Hopkins University's Center on School, Family, and Community Partnerships was established by researchers to guide schools, districts, and state departments of education to create positive, permanent ...
Established in October 2001, the Marguerite Casey Foundation (Foundation) has been in the forefro... more Established in October 2001, the Marguerite Casey Foundation (Foundation) has been in the forefront of movement building to transform the lives of poor families and children. Its evolution has occurred in two overlapping and interconnected phases described here as organizational development and movement building. Regarding organizational development, the Foundation has: Established its mission, vision, and an overall strategy–Equal Voice; Developed innovative grantmaking guidelines that include general, long-term funding to support cornerstone organizations working across issues, races and ethnicities, regions and egos to bring about change that improves the social and economic well-being of families; Evolved its theory of change, highlighting the importance of the overlapping strategies of communications and grantmaking to achieve the Foundation's goals; and Identified five indicators of movement building progress within the Equal Voice framework to guide its evaluations. Addit...
A survey of educators in 161 U.S. schools, colleges, and departments of education (SCDEs) examine... more A survey of educators in 161 U.S. schools, colleges, and departments of education (SCDEs) examined the preparation of teachers to work with tamilies and communities. The survey included questions on the demographic characteristics and present course offerirgs of the SCDE; attitudes and perspectives of the respondents about school, family, and community partnerships; expectations or readiness for change in programs to prepare teachers, administrators, and counselors on partnerships; and open-ended questions for comments on these issues. Data analysis indicated that most respondents strongly believed in the importance of all teachers, principals, and counselors knowing how to conduct practices to involve families and communities in students' education, though few believed students graduating from SCDEs were fully prepared to do so. Most SCDEs offered at least one course and some coverage of the issue, but not enough to prepare all necessary people. Most respondents whose SCDE was ...
This study analyzes survey data from 423 parents at 6 high schools in Maryland--2 rural, 2 urban,... more This study analyzes survey data from 423 parents at 6 high schools in Maryland--2 rural, 2 urban, and 2 suburban. Multiple regression analysis was used to explore the effects of the high schools' programs of partnership on parental attitudes and reports of involvement in their teens' learning both at home and at school. The findings show that parental attitudes toward school are positively influenced by schools' partnership programs. Further, the study suggests that different types of school practices result in different parental involvement behaviors. Specifically, parental reports of involvement at home are positively and significantly influenced by school practices that assist parenting and facilitate interactions with teens on learning activities at home. Similarly, parental reports of involvement at home are most strongly influenced by school practices to involve families. The results remain constant when controlling on family and student background characteristics ...
I would like to thank Dr. Joyce Epstein, Dr. Antoinette Mitchell, and John Hollifield for their v... more I would like to thank Dr. Joyce Epstein, Dr. Antoinette Mitchell, and John Hollifield for their valuable comments on earlier drafts of this report. I would also like to thank the assistant superintendent, teachers, counselors, and students who made this research both possible and enjoyable. I hope that the findings promote greater understanding of the educational experience of African American, urban youth and promote positive change for this student population.
Teachers College Record: The Voice of Scholarship in Education, 2009
Background Research suggests that schools’ capacity to successfully implement and sustain reform ... more Background Research suggests that schools’ capacity to successfully implement and sustain reform programs may rest, in part, with district-level facilitation. The importance of district leadership has been established for a variety of educational reforms, including school, family, and community partnerships. However, few studies have been conducted to understand how successful district leaders implement and sustain school, family, and community partnerships as an educational reform. Focus of Study This case study seeks to fill this gap. It describes leadership strategies employed by the office of parent involvement in an urban school district in the United States. More specifically, this article focuses on the collaborative relationship between the office of parent involvement and a community-based parent involvement organization (CPIO). Research Design The study employed a multiple case study design, which included interviews with district, school, and parent leaders; observations ...
Journal of Education for Students Placed at Risk (JESPAR), 2019
This introduction provides a brief description of the conceptual underpinnings and defining eleme... more This introduction provides a brief description of the conceptual underpinnings and defining elements of full-service community schools (FSCSs). It also identifies sources of skepticism about the FSCS strategy. The introduction concludes with an overview of the articles included in this special issue on FSCSs, and their collective significance for addressing the concerns of skeptics and advancing the quality, sustainability, and spread of this comprehensive reform strategy.
Full-service community schools (FSCSs) are designed to provide historically underserved students ... more Full-service community schools (FSCSs) are designed to provide historically underserved students with more equitable educational experiences. Yet, the literature has given scant attention to how teachers help to fulfill the promise of these schools. Integrating two critical constructs in education—professional capital and culturally relevant and responsive pedagogy (CRP)—this article addresses the current gap by examining the role of teachers in improving student outcomes at three urban FSCSs. Using qualitative methods, this study found evidence that teachers’ professional capital and CRP help to explain differences in the case schools’ effectiveness. Implications of these findings are discussed.
Full-service community schools aim to reduce educational inequality by addressing the multifacete... more Full-service community schools aim to reduce educational inequality by addressing the multifaceted needs of low-income children and youth. Critical to this task is the ability of these schools to generate sufficient social capital to provide students, families, and teachers with essential resources. Using data from a qualitative case study, this article explores how social capital was manifested in an urban full-service community elementary school. Findings show that the principal, teachers, and staff were important sources of school-based social capital, which enabled the provision of services to students and families. However, resource scarcity and interethnic tensions threatened the expansion of social capital and the school’s transformative potential. We discuss implications of these findings for the theory, research, and practice of full-service community schools.
Journal of Educational Research Policy Studies, 2005
The current wave of educational reform includes an emphasis on family and community involvement a... more The current wave of educational reform includes an emphasis on family and community involvement as a strategy for school improvement. Yet, to effectively engage families and communities in the educational process, educators need assistance and support. In 1996, the National Network of Partnership Schools (NNPS) was established to build the capacity of educators to work collaboratively with families and community members to develop comprehensive programs of school, family, and community partnerships that focus on students' success. Using survey data collected from 603 schools that are members of NNPS, this paper examines whether particular structures, processes, and services positively influence schools' capacity to implement and maintain high quality partnership programs over time.
Full-service community schools are viewed as an approach to improve educational opportunities and... more Full-service community schools are viewed as an approach to improve educational opportunities and outcomes for underserved student populations. The realization of these goals, however, is not guaranteed. According to Richardson’s (2009) research-based model of highly effective community schools (HECS), the effectiveness of full-service community schools depends on 3 interrelated components: leadership, partnerships, and organizational development. This qualitative case study uses the HECS model to examine different levels of effectiveness among 3 full-service community schools in an urban district in the eastern United States. The article concludes with a discussion of the implications of Richardson’s model for practice and research.
International Handbook of Research on Teachers and Teaching, 2009
Monson Craig T. (Writer) (Last Name) (First) (Initial) The Effects of Mentoring on School-Aged Ch... more Monson Craig T. (Writer) (Last Name) (First) (Initial) The Effects of Mentoring on School-Aged Children as Perceived by Their Mentors,
A ccording to the Alliance for Excellent Education (2005), one-third of entering ninth-grade stud... more A ccording to the Alliance for Excellent Education (2005), one-third of entering ninth-grade students will drop out of high school before attaining a diploma, and another third will graduate unprepared for college or a good job. About half of the high schools in the nation's 35 largest cities have severe dropout rates-often as high as 50 percent. Only about 30 percent of high school students read proficiently, and more than a quarter read significantly below grade level.
Based on surveys of 375 elementary, middle, and high schools in the National Network of Partnersh... more Based on surveys of 375 elementary, middle, and high schools in the National Network of Partnership Schools (NNPS), this report identifies differences and similarities in the development and quality of these schools' programs of school, family, and community partnership, examining how NNPS members at various school levels implemented partnership programs and used NNPS tools and services; support for and obstacles to partnerships; and how factors like school context, program support, and NNPS connections influenced program quality. Results indicated that schools made progress in improving the quality of their partnerships. They reported implementing meaningful partnership activities linked to school goals such as improving student achievement, behavior, and attendance; school climate; and parental and community involvement. Some partnership activities were common across grade levels. School newsletters, parent information folders, and volunteer directories were implemented at all school levels. However, the content and frequency of newsletters, information in parent folders, and type of volunteer opportunities differed by grade level. High schools were least likely to report implementing activities for each of six types of involvement. Four factors were important to overall partnership programs quality: widespread support for partnership; supportive, engaged partnership teams; adequate funding; and active use of research-based tools. (Contains 37 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the ori inal document.
III International Symposium on Applications of Modelling as an Innovative Technology in the Agri-Food Chain; MODEL-IT, 2005
We present a predictive model of apple firmness. The model was developed using data from storage ... more We present a predictive model of apple firmness. The model was developed using data from storage experiments with cv. Elstar apples. The model was validated using data from the cultivars Cox Orange Pippin and Royal Gala. After having shown that the model was valid also for these cultivars, the model has been tested on experiments simulating dynamic chain conditions. Good predictions for these experiments have been obtained.
The National Network of Partnership Schools at Johns Hopkins University's Center on School, F... more The National Network of Partnership Schools at Johns Hopkins University's Center on School, Family, and Community Partnerships was established by researchers to guide schools, districts, and state departments of education to create positive, permanent ...
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