Evaluation of the Community Achievement Project in the Schools: A Collaboration of the United Way and the New York City Public Schools. Final Report for 1992-93. Volume II: Case Studies.

Autor/inn/en	Grannis, Joseph C.; und weitere
Institution	Columbia Univ., New York, NY. Inst. for Urban and Minority Education.
Titel	Evaluation of the Community Achievement Project in the Schools: A Collaboration of the United Way and the New York City Public Schools. Final Report for 1992-93. Volume II: Case Studies.
Quelle	(1993), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Community Organizations; Cooperation; Disadvantaged Youth; Dropout Prevention; Elementary Education; Elementary School Students; Ethnic Groups; Formative Evaluation; High School Students; High Schools; Integrated Activities; Minority Groups; Partnerships in Education; Program Evaluation; Summative Evaluation; Urban Schools + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Co-operation; Kooperation; Benachteiligter Jugendlicher; Elementarunterricht; Ethnie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Integrierender Unterricht; Ethnische Minderheit; Hochschulpartnerschaft; Programme evaluation; Programmevaluation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The Community Achievement Project in the Schools (CAPS) is a public-private partnership between the United Way of New York City and the New York City Board of Education. As part of a dropout prevention initiative, CAPS is designed to integrate the services of community-based organizations and schools. The Teachers College of Columbia University has conducted summative and formative evaluations of CAPS and its management. As part of the 1992-93 evaluation, six CAPS partnership sites were selected for more in-depth case study. All of these partnerships had been identified early in the collaboration as promising sites for cooperation between community-based organizations (CBOs) and schools. Two of the six CBOs had African-American leadership; two had Latino; and two had Caucasian leadership. Case studies provided strong evidence that students are well-served by these partnerships. The characters of the partnerships varied considerably. Each partnership solved some problems effectively, but faced continuous limitations on effectiveness in some identified areas. A 15-item bibliography suggests further reading. Contains 10 references. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC