A Community School Reform Initiative for Middle Grades Urban and Newcomer Students: Using Mixed Methods to Examine Student Academic and Nonacademic Outcomes Over Time and Compared to a Matched Sample

Provinzano, Kathleen; Sondergeld, Toni A.; Ammar, Alia; Meloche, Alysha

doi:10.1080/10824669.2020.1744441

Cited by 8 publications

(4 citation statements)

References 44 publications

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“…While education policy reform initiatives have made significant strides in promoting equity and access, challenges and disparities persist. Some successes and failures in addressing educational disparities include: Reform initiatives have led to significant increases in enrollment rates and educational attainment levels, particularly among historically marginalized groups (Provinzano et al, 2020). Some reform efforts have succeeded in narrowing achievement gaps between different demographic groups, particularly in areas such as literacy and graduation rates.…”

Section: Historical Context Of Education Policy Reformmentioning

confidence: 99%

Education policy and social change: Examining the impact of reform initiatives on equity and access

Chima Abimbola Eden,

Onyebuchi Nneamaka Chisom,

Idowu Sulaimon Adeniyi

2023

Int. J. Sci. Res. Arch.

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Education policy plays a pivotal role in shaping the socio-economic landscape of a society, with reform initiatives serving as catalysts for social change. This review explores the dynamic relationship between education policy, social change, and the pursuit of equity and access in educational systems. The contemporary educational landscape is marked by a growing emphasis on equity and access, driven by the recognition that education serves as a key determinant of social mobility and opportunity. Reform initiatives aimed at addressing disparities in educational outcomes have been central to policy agendas worldwide. However, the effectiveness of these reforms in achieving their intended goals remains a subject of debate and scrutiny. This review critically examines the impact of education policy reforms on equity and access, drawing upon theoretical frameworks and empirical evidence. It explores the multifaceted nature of equity, encompassing factors such as socio-economic status, race, ethnicity, gender, and ability, and highlights the interconnectedness of these dimensions within educational systems. Moreover, the review delves into the mechanisms through which education policy intersects with broader social structures and dynamics, shaping and being shaped by societal norms, values, and power relations. It discusses the role of stakeholders, including policymakers, educators, parents, and communities, in driving and implementing reform initiatives, as well as the challenges and barriers they encounter in their implementation. By synthesizing insights from diverse disciplinary perspectives, this review provides a nuanced understanding of the complexities inherent in the relationship between education policy, social change, and the pursuit of equity and access. It underscores the importance of evidence-based policy design and implementation strategies that prioritize inclusivity, diversity, and the empowerment of marginalized groups in fostering meaningful and sustainable social change through education.

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Section: Historical Context Of Education Policy Reformmentioning

confidence: 99%

Education policy and social change: Examining the impact of reform initiatives on equity and access

Chima Abimbola Eden,

Onyebuchi Nneamaka Chisom,

Idowu Sulaimon Adeniyi

2023

Int. J. Sci. Res. Arch.

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“…The structure of traditional community partnerships ranges from simply connecting families with community-based organizations to full-service community schools that provide comprehensive services within the school and institute democratic structures for decision making (Valli et al, 2016). Researchers have associated full-service community schools with positive outcomes such as improved attendance, positive student behaviors, and higher academic achievement (Anderson-Butcher et al, 2017; Biag & Castrechini, 2016; Oakes et al, 2017; Provinzano et al (2020a), but gains accumulate slowly and school-based initiatives may be limited in what they can accomplish (Heers et al, 2016; Provinzano et al (2020b).…”

Section: Leadership For Family and Community Engagementmentioning

confidence: 99%

Leadership for Family and Community Engagement: A Qualitative Policy Analysis of State Principal Evaluation Processes

Mayger

Provinzano

2021

Educational Administration Quarterly

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Purpose: The primary purpose of this policy analysis is to examine how states changed their principal performance evaluation systems since the passage of Every Student Succeeds Act in 2015. In particular, we focus on whether states have capitalized on the flexible policy landscape to make space for meaningful family and community engagement (FCE) in assessing principals’ effectiveness. Research Methods: This study uses document analysis to review the structure of principal evaluation systems in all 50 states and selects 17 revised systems for a deeper review of their approach to leadership for partnering with families and communities. Findings: A plurality of states have not substantively revised their evaluation systems. Several of the revised systems narrowly focused on instructional leadership and student achievement measures and were thus unsupportive of meaningful FCE and federal policy aims for schools to work in partnership with family and community stakeholders. The principal evaluation systems most supportive of authentic family and community engagement allowed for flexible goal setting and explicitly encouraged the use of stakeholder feedback as evidence of principals’ effectiveness. Implications for Research and Policy: The authors discuss the implications of the results in terms of 1.) expanding definitions of educational leadership to include tenets of authentic FCE, 2.) creating coherent yet compendious systems for school improvement, and 3.) planning for and implementing a developmental approach to the evaluation of school leaders.

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“…Although some positive FSCS impact outcomes related to academic achievement in math and ELA have been documented (e.g., Castrechini & London, 2012; Klein & Bolus, 2002; Provinzano et al, 2020; Sheldon & Epstein, 2005), limited evidence of community school impact on science achievement exists (e.g., Sondergeld et al, 2020). Also, research on the influence of community schools on educational outcomes, to date, is mainly correlational with little causal evidence.…”

Section: Literature Reviewmentioning

confidence: 99%

It's Just the Wilson Way: Investigating the Extended Impact of an Elementary Full-Service Community School Initiative on Middle School STEM-Related Outcomes

et al. 2021

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This study investigated the sustained impact from elementary fullservice community school programming on middle school STEM academic outcomes that could lead to greater college and career readiness, as well as increased STEM career options for underserved urban students. Quantitative findings suggest middle school youth who attended an elementary full-service community school performed better on middle school STEM outcomes and were predicted to be more prepared to graduate and enter a STEM-related field than a matched comparison of peers who did not. Qualitative results explain differences. Two meta-inferences, informal facilitation of STEM and sustained fullservice community school impact, frame the discussion.

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A Community School Reform Initiative for Middle Grades Urban and Newcomer Students: Using Mixed Methods to Examine Student Academic and Nonacademic Outcomes Over Time and Compared to a Matched Sample

Cited by 8 publications

References 44 publications

Education policy and social change: Examining the impact of reform initiatives on equity and access

Education policy and social change: Examining the impact of reform initiatives on equity and access

Leadership for Family and Community Engagement: A Qualitative Policy Analysis of State Principal Evaluation Processes

It's Just the Wilson Way: Investigating the Extended Impact of an Elementary Full-Service Community School Initiative on Middle School STEM-Related Outcomes

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