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| ERIC #: | ED457584 |
| Title: | School-Community Partnerships in Support of Student Learning: Taking a Second Look at the Governance of the 21st Century Community Learning Centers Program. |
| Authors: | Blank, Martin J.; Hale, Elizabeth L.; Housman, Naomi; Kaufmann, Barbara; Martinez, Monica; McCloud, Barbara; Samberg, Laura; Walter, Sharon |
| Descriptors: | Educational Change; Educational Finance; Elementary Secondary Education; Governance; Governing Boards; Organizational Development; Parent Participation; Parent Role; Public Schools; School Community Programs; School Community Relationship; School Policy |
| Source: | N/A |
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| Publisher: | Institute for Educational Leadership, 1001 Connecticut Ave. NW, Ste. 310, Washington, DC 20036 ($5). Tel: 202-822-8405; Fax: 202-872-4050; e-mail: iel@iel.org. |
| Publication Date: | 2001-00-00 |
| Pages: | 56 |
| Pub Types: | Reports - Evaluative |
| Abstract: | This study, the second of 2 conducted by the Institute for Educational Leadership (IEL) on the governance of the 21st Century Community Learning Centers (CCLC) program, describes the growth and development of collaborative decision-making in 4 of the initial grantee communities after 2 years of funding. IEL's first report asked the original 99 grantees: What roles do cross-sector partnerships play in implementing 21st CCLC programs? This follow-up study asks: To what extent have grantee communities developed the collaborative capacity needed to run effective programs and to recognize and move toward accomplishing the full potential of the 21st CCLC program? Findings suggest that formal, cross-sector governing bodies have functioned weakly at the community level, if at all. In addition, a 3-year grant period and an emphasis on programming have left grantees with little time or incentive to develop long-range governing strategies. The report calls on the U.S. Department of Education to continue to request 5-year grant authority from Congress for subsequent 21st CCLC grant competitions and to give priority to applicants with demonstrated collaborative capacity. It also recommends that the grant provide technical assistance to teams at the site level where it is not currently provided and could make an immediate difference. IEL's experience strongly suggests that collaborative governance is necessary both to build effective school-community initiatives and to transform 21st CCLCs from successful after-school programs to a sustainable system of community schools. Appendixes include: Year One Findings and Recommendations: A Recap and Resource Material Strengthening Partnerships: Community School Assessment Checklist. (DFR) |
| Abstractor: | N/A |
| Reference Count: | N/A |
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| Note: | Written with Atelia Melaville. |
| Identifiers: | N/A |
| Record Type: | Non-Journal |
| Level: | 2 - Available on microfiche |
| Institutions: | Institute for Educational Leadership, Washington, DC. |
| Sponsors: | Mott (C.S.) Foundation, Flint, MI. |
| ISBN: | ISBN-0-937846-27-9 |
| ISSN: | N/A |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | Elementary Secondary Education |
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