Pods in Action: Cleveland Metropolitan School District. Making the Most of a Rich Network of District Partners

Autor/inn/en	Barrett, Sharon; Gilliam, Paola
Institution	Arizona State University (ASU), Center on Reinventing Public Education (CRPE)
Titel	Pods in Action: Cleveland Metropolitan School District. Making the Most of a Rich Network of District Partners
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Schools; School Districts; Partnerships in Education; Distance Education; Low Income Students; COVID-19; Pandemics; After School Programs; Elementary Secondary Education; Program Effectiveness; Educational Finance; Community Organizations; Ohio (Cleveland) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Hochschulpartnerschaft; Distance study; Distance learning; Fernunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Bildungsfonds
Abstract	Cleveland came into the pandemic with a history of collaboration among civic organizations and schools. In summer 2020, the Cleveland Metropolitan School District (CMSD) and partners--community organizations, funders, and out-of-school-time organizations--saw that students were in a crisis and came together to establish full-day remote-learning pods for their most vulnerable students. Key Lessons: (1) By establishing strong connections and shared goals, out-of-school-time program providers and community organizations can collaborate quickly with school districts to support students and create opportunities for greater student engagement and learning during a crisis--and strengthen relationships for long-term collaboration; (2) When learning-pod organizers have support from a mix of robust city-wide coordination and assured operational funding, charitable donations, local and state funding, and an active local philanthropic sector, they can provide learning-pod hosts with guidance and a set of standards for the level of service students will receive--such as supervision for a minimum of eight hours per day for four days a week, staff training, and observance of public-health precautions; and (3) Preliminary data suggest that students who attended Cleveland learning pods had higher attendance rates and grades than students who did not. (As Provided).
Anmerkungen	Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01