Community Schools is an Evidence-Based Strategy NEPCFINAL Researc… · The Four Pillars of...
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Community Schools is an Evidence-Based Strategy July 6, 2017
Transcript of Community Schools is an Evidence-Based Strategy NEPCFINAL Researc… · The Four Pillars of...
Community Schools is anEvidence-Based Strategy
July 6, 2017
About theCoalition for Community Schools• Housed at the Institute for Educational Leadership
• Alliance of over 200 national, state, and local partner organizations
• Partners span the sectors of education K-16, youth development, community planning and development, family support, health and human services, government and philanthropy as well as national, state, and local community school networks
Presenters• Dr. Jeannie Oakes, Presidential Professor Emeritus in
Educational Equity at UCLA and Senior Fellow in Residence at the Learning Policy Institute
• Anna Maier, Learning Policy Institute
• Julia Daniel, National Education Policy Center
Community SchoolsBuilding Schools that Build Communities
Jeannie OakesAnna MaierJulia Daniel
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Jeannie- 1 minutes for slides 1 and 2 Introduce ourselves, our agenda, research,
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Jeannie
Today’s Challenges
• Income inequality• Segregation• Child poverty• Tattered safety net• Spending cuts• Fragmented
services
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Jeannie – 1 min
Solutions that Have Not Worked
• Testing without Investing
• More Tracking• Narrowed
Curriculum• School Closures• Privatization
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Jeannie – 1 min
Community schools are “both a place and a set of relationships between the school and community resources.”
— Coalition for Community Schools
“
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Jeannie- less than minute
The Four Pillars of Community Schools
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Expanded learning time
&opportunities
Family & community
engagement
Collaborative leadership & practices
Integrated student
supports
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Jeannie – 4 minutes
“Good School” Conditions Community School Pillars
• Extra academic and social support
• Positive school climate and trusting relationships
• Meaningful learning
• Sufficient money and other resources
• Strong family and community ties
• Teacher collaboration and learning
• Assessment as a tool for improvement
Integrated student supports
Expanded learning time and opportunities
Active parent and community engagement
Collaborative leadership and practice
The “Good School”
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Jeannie- 2 minutes
Every Student Succeeds Act (ESSA)
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Anna
ESSA Opportunities
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• ESSA state plans• School improvement strategies (7% Title I set aside)• Stakeholder engagement• Local decision making role
• Current budget negotiations may impact Title IV:• Full Service Community School grants• Promise Neighborhood grants• Student Support and Academic Enrichment Grants• 21st Century Community Learning Centers
and…• Medicaid X
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Anna – 3 min
Tier 1 Tier 2 Tier 3 Tier 4Strong
EvidenceModerate Evidence
PromisingEvidence
EmergingEvidence
At least one well-designed study
Experimental study(randomized control trial)
Quasi-experimental study
Correlational study with statistical controls
Demonstrates a rationale and includes ongoing evaluation efforts
ESSA Evidence-Based Programs
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Anna – 2 min
Community School Evidence
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Anna
Our Research Review
Studies of
• Comprehensive programs
Studies of
• Each of the 4 pillars
Total reviewed
• 125 studies, including 49 research syntheses
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Anna – 1 min
• Community schools meet the ESSA evidence standard• Comprehensive evaluations AND individual pillars• All four tiers of evidence
• A wide range of models yield benefits, including...• Academic achievement• Attendance and high school graduation • Peer/adult relationships and attitudes toward school• Reduced racial and economic achievement gaps
Overall Findings
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Anna – 3 min
• Cost-Benefit savings of $3 to $15 for every dollar invested
• Implementation matters. What does this mean?
Coalition for Community Schools Implementation Standards
National Center for Community Schools Building Community Schools Toolkit(see “Stages of Development” – Appendix C)
Overall Findings
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Anna – 3 min Add to Notes: CCS implementation Standards
CCS Implementation Standards
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Collaborative Leadership Planning
Coordinating Infrastructure
Student-Centered
Data
Continuous Improvement Sustainability
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Julia – 2 min
Community Schools in Redwood City, CA
• Supplemental programs reached more than 70% of the students enrolled at those schools.
• English learner students with consistent program participation over time showed gains in English language development scores.
• Community school programs were linked to positive attitudes about school for middle school students.
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Julia – 3 min - Explain FCE component up front, and emphasize all the pillars In a study of Redwood City community schools, researchers used statistical controls for student characteristics to estimate effects of participation on student success over multiple years. Accounting for different starting points between participants and nonparticipants, and controlling for school-level effects and students’ preexisting attitudes about school or learning (Tier 3), the study found significantly larger gains on state-mandated mathematics tests for students whose parents participated in family engagement programs for two to three years. They also found links between family engagement and gains in English Language Development scores for English Language Learners. Students whose families participated in support services improved their attendance by 40%. Furthermore, participating students were significantly more likely to report a high sense of care when compared to non-participating students. Those whose families were engaged were more likely to report that their school provided a supportive environment. Castrechini, S. (2011, October). Examining student outcomes across programs in Redwood City community schools (Youth Data Archive Issue Brief). Palo Alto, CA: John W. Gardner Center for Youth and Their Communities. Castrechini, S. & London, R.A. (2012, February). Positive student outcomes in community schools. Washington, D.C.: Center for American Progress. Biag, M. & Castrechini, S. (2016, June). Coordinating strategies to help the whole child: Examining the contributions of full-service community schools. Journal of Education for Students Placed at Risk (JESPAR), 21(3), 157-173.
Community Schools in TulsaTulsa Area Community Schools Initiative (TACSI): 27 schools
• Comprehensive, holistic programs, services, and opportunities
• Community and family engagement
• Community based learning
Research Base
• Rigorous quasi-experimental evaluation
• High-implementing schools: significantly higher 5th grade math and reading scores in years 3 & 4 of the reform
• Closed the gap for low-income students
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Julia – 3 min in the Union Public Schools district in the eastern part of Tulsa, Okla., where more than a third of the students are Latino, many of them English language learners, and 70 percent receive free or reduced-price lunch. From kindergarten through high school, they get a state-of-the-art education in science, technology, engineering and math, the STEM subjects. When they’re in high school, these students will design web pages and mobile apps, as well as tackle cybersecurity and artificial intelligence projects. And STEM-for-all is only one of the eye-opening opportunities in this district of around 16,000 students.
Take a comprehensive approach with all 4 pillars, and pay attention to implementation
Address local assets and needs through data-driven planning, and engaging family/community
Provide enough time for planning and collaboration
Research-Based Lessons
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Julia - 1 min Notes: Take a comprehensive approach and attend to implementation All 4 pillars matter, and appear to reinforce each other Continuous attention to implementation and improvement is critical Address local assets and needs (through data-driven planning) Avoid a cookie cutter approach; engage students, families in process Use data for continuous improvement Provide sufficient planning time for collaboration ESSA requirement, and collaboration is key to successful implementation Helps to build trusting relationships
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Julia- less than a minute. People have complained about the research base and wish it were stronger, but we’re persuaded that there is plenty of evidence to proceed and that Community Schools are an evidence-based approach
Learning Policy Institute Resources
Reporthttp://bit.ly/2qTHkEd
Sign up for updatesbit.ly/LPIupdates
http://nepc.colorado.edu/
Follow Us on Twitter@LPI_Learning
@NEPCtweet
Resources
For more information about this report: Julia [email protected]
Anna Maier [email protected]
Jeannie [email protected]
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Leave Up for Q and A?
Messaging Research &Starting a Community School• Messaging research
• Sharing with media, policy-makers, funders, stakeholders• Put on your website, make presentations• Talk about your work and your results• Messaging guide:
http://www.communityschools.org/multimedia/community_schools_messaging.aspx
• Starting a community school• www.communityschools.org how to start a community school
toolkit• www.communityschools.org/standards newly released
voluntary implementation standards
National Forum – Save the Date
Next WebinarA Healthy Schools Framework With the Alliance for a Healthier Generation
August 3rd, 3 PM EST
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Contact us Research Affinity Group Forum ESSA
