The Effects of School, Family, and Community Support on the Academic Achievement of African American Adolescents

Sanders, Mavis G.

doi:10.1177/0042085998033003005

Cited by 146 publications

(126 citation statements)

References 23 publications

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“…There is significant research that highlights the value of multiple stakeholder engagement in decision-making in schools (Bryk, 2002;Bryk, Sebring, Allensworth, Luppeascu & Easton, 2010;Cook, Murphy & Hunt, 2000;Henderson & Mapp, 2002;Epstein 2005;Malloy & Rayle, 2000;Review of Educational Research, 2013;Sanders 1996Sanders ,1998Sheldon 2003Sheldon , 2010Sheldon & Epstein 2002,2005. There are also robust evidenced-based models of school, parent, and community engagement focused on school improvement.…”

Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

“…• Partnership must be actual, where the voices of all groups are truly included in decision-making processes (Henderson & Mapp, 2002;Hope, 2012;Sitton Hays, 2011;Sanders, 1996;Sanders, 1998;Sanders, 2006;Sheldon, 2010;Sheldon, 2003;Sheldon & Epstein, 2002;Sheldon & Epstein, 2005;Epstein, 2005).…”

Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

“…There is significant quantitative and qualitative research showing the effectiveness of this model on math achievement, standardized tests, attendance, behavior, and safety. While there is still a need for additional research, results from studies to date have shown success with a wide variety of school types and with a variety of student populations (Epstein 2005, Henderson & Mapp, 2002Sanders 1996Sanders ,1998Sheldon 2003;Sheldon & Epstein 2002, 2005. One critic of this model found through qualitative research, that the engagement of parents was not always fully authentic (as I have described in the definition on page 11) and that parents and schools did not always share a common language and equal power for engaging in school improvement (Stelmach, 2004;2007).…”

Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

“…In recent years, school improvement research from the field of school, family, and community partnerships has begun to show that schools that have open engagement with parents, youth, and the community make improvements that lead to a better school climate and better educational outcomes for a diverse range of students. (Cook, Murphy & Hunt, 2000;Epstein, 2005;Henderson & Mapp, 2002;Malloy & Rayle, 2000;Sanders 1996Sanders ,1998Sheldon 2003Sheldon , 2010Sheldon & Epstein 2002, 2005.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education

DiBari¹

2016

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Since the Industrial Revolution, when schools became larger and the missions broader, there has been an attempt by a wide range of stakeholders to have a voice in public education. More recently, through No Child Left Behind and Race to the Top, the federal government began to increase requirements for multiple stakeholder engagement in decision-making for schools requesting Title I funds. As the need for a more educated workforce has grown, businesses have also sought to have a voice in improving education. Additionally, experts in the field of parent, school and community engagement, have called for the inclusion of parents, diverse faculty, staff, and community voice. An outgrowth of the federal, business, and family, school, community partnership historical landscapes, has been the development of school improvement teams, which have become increasingly common, typically with a goal of bringing together multiple stakeholders to provide input into decision-making for school improvement. However, there has been little research on the make-up of these teams, the issues they address, how stakeholders on the team are engaged, and whether the teams are connected to any other efforts in the school focused on engagement.This case study analysis richly describes the school improvement team processes of two schools in the Northeast region. The results of this study indicate that the goal of engaging stakeholders beyond administrative staff in consensus-driven, decisionmaking teams is yet to be realized, even among schools that highly value the input of teachers, parents, youth and community partners and have rich engagement opportunities for these groups in other areas of the school. This study also offers insights into how schools might improve in these areas in the future. ACKNOWLEDGEMENTS

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Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

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Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education

DiBari¹

2016

Preprint

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“…The evidence for this observation is vast both in the educational literature and in the economic literature. Parent involvement has been shown to increase children's motivation (e.g., Gonzalez-DeHass et al 2005;Grolnick and Slowiaczek 1994;Sanders 1998), as well as their grades and achievement, in families of diverse ages and backgrounds (e.g., Fan and Chen 2001;Jeynes 2005Jeynes , 2007. One important factor is disseminating the importance of education and fostering high expectations about children's school success.…”

Section: Introductionmentioning

confidence: 99%

Immigration and the school system

2017

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This paper presents a tractable model to study the effect of immigration on host countries' school system and student outcomes. In our model, education quality and student outcomes are determined endogenously by the interaction of parents, schools and policy-makers deciding educational resources. Immigration decisions are based on economic factors, immigration policy, as well as on "parental motivation" (parents' concerns about their children education achievement). The model yields results that are consistent with central empirical regularities of the school effects of immigration: (1) there is a negative effect of immigrant pupils on native students;We thank Paula Calvo for excellent research assistance. We thank Roberto Burguet, Jesus (2) the increasing shares of immigrant students are associated with the decline of school resources and quality; (3) the school performance of immigrant children is positively associated with immigration costs; and (4) school achievement increases in parental motivation and those immigrant children with highly motivated parents tend to outperform native children. Importantly, our analysis clarifies under which conditions these empirical regularities take place and emphasizes that the effect of immigration on native pupils is mediated by the way the school system reacts to changes in class composition.

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