Achieving Student Success in Inner-City Schools Is Possible, Provided... Publication Series No. 2.

Autor/inn/en	Oates, Jane; Flores, Ruben; Weishew, Nancy
Institution	Mid-Atlantic Lab. for Student Success, Philadelphia, PA.; National Research Center on Education in the Inner Cities, Philadelphia, PA.
Titel	Achieving Student Success in Inner-City Schools Is Possible, Provided... Publication Series No. 2.
Quelle	(1997), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Bilingual Students; Compensatory Education; Cooperation; Disadvantaged Youth; Elementary Secondary Education; High Risk Students; House Plan; Inclusive Schools; Inner City; Middle Schools; Special Education; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Schulleistung; Kompensatorischer Unterricht; Co-operation; Kooperation; Benachteiligter Jugendlicher; Problemschüler; Inclusive school; Integrative Schule; Middle school; Mittelschule; Mittelstufenschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	The Community for Learning program (CFL), also known as the Learning City Program, a school-based intervention program, is described. A major premise of this program is that the national standards of educational outcomes can and must be upheld for all students, including those at risk. At the core of the program's design is over 20 years of research and the school-based implementation experience of two widely implemented programs, the Adaptive Learning Environments Model (M. Wang, 1992) and the School Development Program (J. Comer, 1985). The CFL design includes three components: (1) school development that assists schools in establishing a planning and management team and a mental health team; (2) the family-community for learning, designed to use the resources and energies of families and the community to support student learning; and (3) the Adaptive Learning Environments mode, which is an instructional delivery system designed to meet the diverse needs of individual students in regular classroom settings that include special education, Title I, and bilingual students. Implementation of the CFL in a middle school in Philadelphia (Pennsylvania) is described. This Title I school in a disadvantaged neighborhood is divided into three houses, one of which implemented CFL in the 1992-93 school year. Special education and English-as-a-second-language students were integrated into regular classes. Teachers worked in teaching teams to find solutions to problems of low achievement, violence, and parental despair, and several innovative approaches to parent participation were implemented. Overall mathematics and reading achievement scores of students in this "house" were somewhat higher, although not to statistical significance. When long-term effects of participation in CFL were studied, there was a significant increase in high school completion for CFL students. CFL offers promise for improving the academic achievement and school completion of disadvantaged students. (Contains 15 references.) (SLD)
Anmerkungen	Electronic version: http://www.temple.edu/LSS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC