ERIC Number: ED069837
Record Type: Non-Journal
Publication Date: 1972-Sep
Reference Count: N/A
Parents and Projects at Park School.
This report is a narrative account of the development of community involvement at Park School, Toronto, following the conflict which developed in the late 1960's and which reached its peak in 1970. In Park School, the process of community involvement has been characterized by bitterness, hostility, and distrust. After September 1970, with the assignment of new personnel and the formation of new structures--the Task Force and the Park School/Community Council--a new context of school-community relations was created. In this context, new programs were developed in an attempt to overcome the crucial problems of low reading ability and the isolation of the school from its surrounding community. The basic problem remains at Park, as at other inner city schools--children from working-class homes simply do not do as well in school as middle-class children do; the correlation between low occupational category and placement in special education programs has been paralleled by a similar correlation between attendance at inner city schools and both low scores on reading tests and placement in two-year secondary school programs. What is generally agreed to be a basic cause is that the home and the school in low socio-economic areas are engaged in a conflict of values. [Due to the quality of the original, parts of this document are only marginally legible.] (Author/JM)
Descriptors: Academic Achievement, Community Involvement, Conflict, Disadvantaged Youth, Economically Disadvantaged, Educational Problems, Family School Relationship, Inner City, Low Achievement, Reading Achievement, School Community Relationship, Secondary Education, Student Placement, Urban Education, Values
Publication Type: N/A
Education Level: N/A
Authoring Institution: Toronto Board of Education (Ontario). Research Dept.
Identifiers - Location: Canada