ERIC Number: ED254593
Record Type: RIE
Publication Date: 1985-Feb
Reference Count: 0
Schools and Communities as Partners. When Johnny Can't Read, Who Can Help?
Educational Priorities Panel, New York, NY.
This study examines the extent to which the New York City public school system enables high-risk students to gain access to the kinds of programs and services most appropriate for them. The report is limited to programs in alternative settings, including those operated by the Board of Education and those operated under private nonprofit auspices. Following a chapter on the funding of remedial education, the report discusses and describes services for older youth provided by three structures: (1) the Board of Education (dropout, basic skills, and general equivalency programs, alternative schools, outreach centers, and literacy centers); (2) City University colleges (student remedial programs, adult remedial programs, and (3) private nonprofit organizations (basic skills, life skills, literacy, dropout, and Job-Training-Partnership-Act programs). The report also identifies areas where better coordination would improve both students' access to appropriate programs and the quality of the services offered. A chapter on services for young students discusses truancy and remediation, the school volunteer program, and three examples of remedial programs that work. A major conclusion of the report is that the provision of better services for high-risk students is hindered by a lack of coordination among institutions "jealous of their turf and concerned about protecting their funding, their power, and their reputation." Recommendations are made for action to improve the situation at the Board and State levels, and for joint action by all involved parties. (CMG)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Educational Priorities Panel, New York, NY.
Identifiers: City University of New York; Job Training Partnership Act 1982; New York City Board of Education; New York (New York)