The Partnerships for Student Success grant program is designed to improve educational outcomes for students who are economically disadvantaged by funding grantees to establish and strengthen community partnerships among school districts, businesses, government, and non-profit agencies. The Utah State Board of Education awarded four grants during…

In the 2013-14 school year, TASC entered the third year of its national demonstration of ExpandED Schools. Ten elementary and middle schools in New York City, Baltimore and New Orleans continued their partnerships with youth-serving community organizations, such as settlement houses or community development corporations. Together, principals,…

Effective partnerships for education reform "require that schools view parents and communities not simply as customers or clients but as partners in the educational process" (Sanders, 2009, p. 1695). In 2012, seven Seattle area school districts and the Puget Sound Educational Service District (the PSESD) were awarded funding for the Road…

The article describes and evaluates a model school/community project providing assessment and supportive services for mainstreamed visually handicapped children. (PHR)

AEL's contract with the U.S. Department of Education includes work partnering with faith-based organizations in Kanawha County, West Virginia, to (1) build their capacity to better serve at-risk youth and (2) document what best helps such organizations to successfully impact youth and their families. One of the first faith-based organizations with…

Many afterschool programs operated by neighborhood or community-based organizations (CBOs) take place in students' school buildings. Navigating relationships between afterschool programs and their host public schools can be challenging for both parties. At times, tension in such relationships can throw unnecessary roadblocks on the path to…

THIS REPORT IS AN EVALUATION OF A SCHOOL-COMMUNITY PROJECT ESTABLISHED IN 1953 (1) TO GUIDE THE SPANISH-NAMED POPULATION IN DENVER IN DEVELOPING SELF-HELP AND COMMUNAL ORGANIZATIONS AND TO SERVE AS A CONSULTANT TO CITY AND SCHOOL PERSONNEL IN PROMOTING INTERCULTURAL UNDERSTANDING AND COOPERATION. DATA WERE GATHERED BY OPINIONNAIRES,…

The results of the evaluation of the community education program of the Nashville-Davidson County (Tennessee) Metropolitan Public Schools are contained in this volume. Evaluation questionnaires were sent to participants in all seven Nashville-Davidson County community schools, as well as to school administrators and to community organizations…

This evaluation of the second-year (1986-87) implementation of the middle school Dropout Prevention Program (DPP) of the New York City (New York) Dropout Prevention Initiative (DPI) focuses on student characteristics, program services, and outcomes. The 29 DPP middle schools were divided into two models. Fifteen of the schools comprise Project…

This evaluation of the second-year (1986-87) implementation of the New York City (New York) Dropout Prevention Initiative (DPI) in 13 high schools focuses on student characteristics and outcomes, with a discussion of a set of statistical data on program services, findings on school-level indicators of program effectiveness, and an analysis of…

This guide is designed as an outline of the means to broaden the context of education within a community and to serve its needs through community involvement in educational program planning. Part 1 is a discussion of the need and means for community collaboration, including maximizing use of existing educational facilities and community resources…