Literaturnachweis - Detailanzeige
| Autor/in | Manekin, Sarah |
|---|---|
| Institution | Abell Foundation |
| Titel | City Connects: Redesigning Student Support for Academic Success. The Abell Report. Volume 29, No. 3 |
| Quelle | (2016), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Success; Program Design; Educational Change; Disabilities; Accessibility (for Disabled); Related Services (Special Education); Integrated Activities; Academic Support Services; Program Effectiveness; Barriers; Intervention; Attendance; Dropout Rate; School Support; Adoption (Ideas); Maryland (Baltimore); Massachusetts (Boston) |
| Abstract | Public school systems employ a range of professionals to provide support to children and youth in schools. For students living in poverty and experiencing trauma, the work of these professionals is particularly necessary and urgent. Ranging from the treatment of acute mental health issues and accommodations for students with special needs, to guidance counseling and advising, these support services are intended to facilitate conditions in which all children--but particularly those in poverty--can achieve. While these services are considered important in discussions of student behavior and school climate, they are often dismissed as isolated from the core school functions of teaching and learning. City Connects (CCNX) is a school-based model of integrated student supports that has demonstrated improved academic outcomes for elementary and middle school students even after the intervention ends. Unlike the multigenerational, community-based strategy of Community Schools now operating in Baltimore and in other cities, City Connects is an explicitly student-centered approach that begins in the classroom and works out from there. The purpose of this report is to explain how City Connects functions within a school in the hopes of furthering a conversation about how school counseling--and student support more broadly--can function more effectively to facilitate academic achievement and the conditions for student success. City Connects was first implemented in academic year 2001-2002 in six Boston schools and, from the beginning, was complemented by a rigorous research and evaluation plan that included comparison data from matched Boston Public Schools (BPS), rigorous data collection at the school site, and a team of evaluators at Boston College. This work reveals that City Connects students outperformed their BPS comparison students during the intervention and, even more significantly, after the intervention was over in fifth grade. As Baltimore City Public Schools considers options for student support strategies that lead to academic achievement, City Connects offers a model that should be considered. (ERIC). |
| Anmerkungen | Abell Foundation. 111 South Calvert Street Suite 2300, Baltimore, MD 21202. Tel: 410-545-1300; Fax: 410-539-6579; e-mail: abell@abell.org; Web site: http://www.abell.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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