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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC proposes to expand the peer-reviewed indicator to additional materials. ยป Learn more

ERIC Number: ED348449
Record Type: RIE
Publication Date: 1992-Apr
Pages: 23
Abstractor: N/A
Reference Count: N/A
The Role of Family Support and Integrated Human Services in Achieving Success for All in the Elementary School.
Dolan, Lawrence J.; Haxby, Barbara
The Success for All elementary school restructuring program attempts to ensure that all students in high poverty schools will be at or near grade level in basic skills by the end of the third grade and will maintain or better that standing through the rest of their elementary school careers. The program emphasizes prevention and early intervention, research-based interventions in curriculum and instruction at all grade levels, one-to-one tutoring, and other components, including the Family Support and Integrated Human Services (FSIHS) components. This report provides a research base and rationale for the FSIHS component, describes the structure and function of the FSIHS component, and illustrates how family support teams in five Baltimore (Maryland) elementary schools promote attendance, school-based interventions, parent involvement, and integration of services. The Family Support Teams are composed of all of the school's resource personnel, including guidance counselors, social workers, parent liaisons, administrators, facilitators or master teachers, and, in some sites, staff from city social service and health departments. Ten bar graphs are presented on the attendance and retention rates of each school since it began the use of Success for All and family support teams. Included are 16 references. (Author/RLC)
Center for Research on Effective Schooling for Disadvantaged Students, Johns Hopkins University, 3505 North Charles Street, Baltimore, MD 21218.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.
Identifiers: Baltimore City Public Schools MD; Success for All Program