Academic Outcomes of an Elementary School-Based Family Support Programme

Autor/inn/en	Pullmann, Michael D.; Weathers, Ericka S.; Hensley, Spencer; Bruns, Eric J.
Titel	Academic Outcomes of an Elementary School-Based Family Support Programme
Quelle	In: Advances in School Mental Health Promotion, 6 (2013) 4, S.231-246 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2013.832007
Schlagwörter	Family Programs; Elementary Schools; Outcomes of Education; Program Evaluation; Program Effectiveness; Attendance; Discipline; Standardized Tests; Scores; Public Schools; Elementary School Students; Poverty; Mixed Methods Research; Academic Achievement; Student Mobility; Washington + Suchen Sie Ihr Suchwort? Family program; Familienprogramm; Elementary school; Grundschule; Volksschule; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Anwesenheit; Disziplin; Standadised tests; Standardisierter Test; Public school; Öffentliche Schule; Armut; Schulleistung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität
Abstract	School-based family support programmes (FSPs) work within schools to build partnerships with families, promote family engagement, address family needs, provide mentorship to students and increase access to community resources. Very few programme evaluation studies of FSPs have been conducted. We report on findings from a participatory evaluation of an FSP operating in 28 elementary schools, with emphasis on whether the programme had an impact on student-level and school-level academic outcomes. Analyses approaching, but not reaching, statistical significance indicated that the FSP may have been related to the increased availability of external community resources in schools and reductions in mobility. However, in the absence of a randomly assigned control group, there were no indications that the programme was related to improvements in student attendance, disciplinary actions or standardized test scores. Implications for practice and research are described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01