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Reviewing the Success of Full-Service Community Schools in the US

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academic outcomes
Age Group_Uncategorized
Age Group_Uncategorized
AP Exam
automatic-update
Average Cumulative GPAs
B01=Claudia Galindo
B01=Mavis G. Sanders
Baltimore City
Baltimore City Public Schools
Category1=Non-Fiction
Category=JNAM
Category=JNF
Category=JNFR
Category=JNK
Category=JNL
Category=JNLC
Category=JNT
Chronic Absence
collaborative decision making
community partnerships
Community School Initiative
Community School Model
COP=United Kingdom
culturally responsive teaching
Cumulative GPA
Cumulative GPAs
Delivery_Pre-order
disadvantaged students
educational equity
educational reform
eq_bestseller
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ethnic diversity
family community partnerships
FCS high schools
Fixed Effect Dummy Variables
FSCS
Full-service Community College
GPA
Grade Point Averages
High Cumulative GPAs
integrated student services
Key Educational Outcomes
Language_English
low-income students
Math Proficiency Rates
minority students
Mixed Linear Regressions
Mixed Methods Case Study
NYS Regent Examination
OST Program
Out-of School Time Activities
PA=Temporarily unavailable
Price_€100 and above
Professional Development
PS=Active
Receive Ell Service
School Based Health Center
school reform strategies
social justice
socio-economic background
softlaunch
student mental health
student well-being
students of color
sustainable community school implementation
transformative teaching
underserved communities
underserved youth support
urban education policy
Urban Elementary School Teachers
urban schools
working with families

Product details

  • ISBN 9780367445614
  • Weight: 530g
  • Dimensions: 152 x 229mm
  • Publication Date: 11 Mar 2020
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
  • Language: English
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Description

Originally published as a special issue of the Journal of Education for Students Placed at Risk, this expanded text provides new insights into the successful, sustained implementation of Full-Service Community Schools (FSCSs) in the United States.

Reviewing the Success of Full-Service Community Schools in the US documents the experiences of students, teachers, and communities involved in the establishment and growth of FSCSs. By considering how successful this reform strategy has been in meeting the needs of underserved communities, the text illustrates the potential these schools have to transform students’ learning and outcomes. In particular, the studies illustrate the value these schools have in supporting low-income students and students of color. At the same time, by interrogating the defining pillars of FSCSs – expanded learning opportunities, integrated services, family and community engagement, and collaborative leadership – chapters identify challenges that if left unattended, could limit the transformative potential of this reform strategy.

This groundbreaking text will be of great interest to graduate and postgraduate students, researchers, academics, professionals, and policy makers in the fields of Educational Change and School Reform, Multicultural Education, Sociology of Education, Education Policy, and School Management and Administration.
About

Mavis G. Sanders is Professor of Education and Affiliate Professor for the doctoral program in Language, Literacy, and Culture at the University of Maryland, Baltimore County (UMBC), US.

Claudia L. Galindo is Associate Professor in the Education Policy and Leadership program at the University of Maryland, College Park, US.