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ERIC Number: ED411370
Record Type: Non-Journal
Publication Date: 1993
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effectiveness of Collaborative School-Linked Services. #93-5e.
Wang, M. C.; Haertel, G. D.; Walberg, H. J.
Across the United States, innovative school-linked health and human service programs are being implemented to provide assistance to children and youth in high-risk contexts. The programs have sometimes been hampered by limited resources and isolation from other service providers. The development of collaborative programs promises to overcome some of these problems. This paper is a first attempt to establish an empirical database that documents the relative effects of collaborative school-linked services for children and their families. Three features that have been identified for collaborative programs are: joint development of an agreement on common goals and objectives; shared responsibility for the attainment of goals; and shared work to attain goals using the collaborators' expertise. There is no single model for collaborative school-linked services; programs should emerge from the needs of the populations they serve. The report summarizes evidence from 44 sources that describes collaborative school-linked programs. These studies are grouped into the six program areas of: (1) parent education and school readiness; (2) pregnancy prevention and parenting; (3) dropout prevention; (4) chemical dependency abuse and prevention; (5) integrated services; and (6) parent involvement. A review of these programs indicates that the complexities of the problems of at-risk children defy simple solutions, and that resources must be gathered from the community to address them. Empirical results from collaborative school programs are positive, but must be regarded cautiously until further evaluations are completed. (Contains 1 table and 31 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on Education in the Inner Cities, Philadelphia, PA.