ERIC Number: ED348463
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Forging School-Community Partnerships: A Case Study of School Restructuring for Language-Minority Students.
Baecher, Richard E.; Cicchelli, Theresa
A case study was done of the Stay-in-School Partnership (SSP) between Fordham University (Bronx) and New York City Public School Districts in East Harlem and the South Bronx with high minority student concentrations. In particular, 3 to 5 elementary schools participated, including 120 children spanning kindergarten through grade 5 and their parents (24 percent African American and 66 percent Hispanic American). The case study was done in the program's sixth year. It sought to specify successful dropout prevention practices and strategies; examine the short- and long-term effects yielded from attendance records, educational achievement in reading, global self-esteem measures, adequacy of child care, and levels of social services; and refine the model for restructuring. Results include the following: (1) absenteeism steadily decreased from a mean of 41 days in 1986 to 21 days at the end of 1991; (2) home conditions of at-risk children were found to be "neglectful"; (3) there was variability across sites in self-esteem data; (4) there was significantly increased parental involvement; and (5) special education referral rate changes were positive. Overall, the program was found to be a unique initiative that sought to reduce children's risk of failure and, within that context, represents a viable option for school restructuring. Included are 3 figures, 7 tables, and 10 references. (JB)
Descriptors: Black Students, Case Studies, College School Cooperation, Disadvantaged Youth, Dropout Prevention, Economically Disadvantaged, Elementary Education, Higher Education, Hispanic Americans, Limited English Speaking, Parent Participation, Program Effectiveness, Public Schools, School Community Relationship, School Restructuring, Urban Schools, Urban Youth
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: New York State Education Dept., Albany.
Authoring Institution: N/A
Identifiers: Afro Americans; Fordham University NY; Language Minorities; New York City Board of Education; Partnerships in Education
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).