Coordinated Strategies to Help the Whole Child: Examining the Contributions of Full-Service Community Schools

Biag, Manuelito; Castrechini, Sebastian

doi:10.1080/10824669.2016.1172231

Cited by 37 publications

(15 citation statements)

References 20 publications

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“…These academic preparedness differences are strikingly large. Community school literature suggests this variance in college readiness by the school is largely due to meeting students’ holistic educational, health, and social‐emotional needs (Biag & Castrechini, ; Blank, Jacobson, & Pearson, ) through RCCSR programs developed to target the specific needs of displaced and historically marginalized student populations.…”

Section: Discussionmentioning

confidence: 99%

“…Provinzano and Sondergeld (in press) also found that the longer students were exposed to integrated supports provided in a community school, the better they did academically, particularly in math. Finally, using longitudinal data from six low‐income community schools, Biag and Castrechini () contend participation in family engagement opportunities and extended learning opportunities can lead to modest gains in attendance and math achievement.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the impact of an urban community school effort on middle school STEM‐related student outcomes over time through propensity score matched methods

Sondergeld

Provinzano

Johnson

2020

School Sci & Mathematics

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This study investigates the impact of an urban community school reform initiative that focuses on an immigrant and refugee population in middle school. A 6th-8th grade cohort of students in the community school are followed over time and compared to a propensity score matched group on overall GPA, mathematics, and science academic outcomes and traditional college preparedness indicators. Further, a deeper dive into the intersection of gender and race/ethnicity was examined on all outcomes.Findings revealed that students in the urban community school demonstrated significantly more preparedness to enroll in college and move into a STEM field if they desired compared to the matched students. All gender/racial groups in the community school performed significantly higher than those in the matched group. Further, all gender/racial groups of students in the urban community school defied standard academic achievement drops common over time in middle school, and instead increase overall, math, and science grades from 6th to 8th grade. K E Y W O R D Sevaluation, STEM education, student assessment How to cite this article: Sondergeld TA, Provinzano K, Johnson CC. Investigating the impact of an urban community school effort on middle school STEMrelated student outcomes over time through propensity score matched methods. School Science and Mathematics. 2020;120:90-103. https ://doi.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigating the impact of an urban community school effort on middle school STEM‐related student outcomes over time through propensity score matched methods

Sondergeld

Provinzano

Johnson

2020

School Sci & Mathematics

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“…As such, students attending under-resourced schools do not have the same opportunities to thrive academically and socially as their more advantaged peers. Reforming public schools and their surrounding communities continues to be a central strategy for mitigating the effects of poverty on students' well-being and academic performance in school (Biag & Castrechini, 2016). Scholars and practitioners posit that schools offering direct services to address the needs of the whole child have a far greater influence on students' ability to perform well in school (Ladd, 2012) than singular reform initiatives situated in standards and standardization.…”

Section: What Are Community Schools and Why Do We Need Them?mentioning

confidence: 99%

Community Schools and the Role of University-School-Community Collaboration

Provinzano¹,

Riley²,

Levine³

et al. 2018

MUJ

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Public school districts are locally controlled and funded through local property taxes. Funding schools this way perpetuates structural inequities in poorer school districts and as a result, students living in poverty have minimal access to critical resources that support student learning. Community schools are resurfacing in many of these urban spaces as a mechanism for addressing the systemic and structural inequities plaguing students, schools, and communities. Advocates posit that increasing student achievement requires addressing the needs of the whole child; conceptualizing schooling through this lens offers an expanded vision of what public education needs to be for many of today's children. This paper aims to improve our overall understanding of community schools and highlights specific actions taken by community organizations and higher education institutions to create meaningful partnerships with public schools operating as community schools. The authors posit that collaborative and organically developed, grassroots relationships have the potential to alter the traditional dynamic between internal public school employees and external stakeholders, leading to school, student, and community transformation.

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“…Community schools can begin to address opportunity gaps by integrating community members into the classroom, creating learning spaces outside of the classroom, and aligning school and community resources (Biag & Castrechini, 2016; Fehrer & Leos-Urbel, 2016; Sanders, 2018). This can help enrich classroom experiences, making the curriculum relevant to students’ lives and supporting students and communities in areas outside of the school.…”

mentioning

confidence: 99%

Teaching in Community Schools: Creating Conditions for Deeper Learning

Daniel

Quartz

Oakes

2019

Review of Research in Education

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The community school strategy calls on teachers, families, and school staff to take on new and more challenging roles to collaboratively address existing educational inequities. For example, deepened family and community engagement in the schools can help incorporate the rich funds of community knowledge and experience, both in the classroom and in making plans and decisions about the school. As school and community stakeholders work together, they can develop learning opportunities and access to services that support student learning and development. Community schools are particularly well-positioned to take advantage of research-backed strategies like integrated supports that help students come to class more prepared to learn, hands-on and innovative teaching and learning opportunities to deepen and extend learning, and sustainable workplace conditions to promote teacher satisfaction and retention. Embracing the link between learning and community, teachers and community school staff ensure that students and communities have opportunities to access rich, challenging, and culturally relevant curriculum and pedagogy, while accessing resources and supports. This expanded conception of what it means to teach in a community school presents new ways for researchers to study and help advance the field as well as the larger community schools movement.

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Coordinated Strategies to Help the Whole Child: Examining the Contributions of Full-Service Community Schools

Cited by 37 publications

References 20 publications

Investigating the impact of an urban community school effort on middle school STEM‐related student outcomes over time through propensity score matched methods

Investigating the impact of an urban community school effort on middle school STEM‐related student outcomes over time through propensity score matched methods

Community Schools and the Role of University-School-Community Collaboration

Teaching in Community Schools: Creating Conditions for Deeper Learning

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