ERIC Number: ED436289
Record Type: RIE
Publication Date: 1999
Strengthening an At-Risk Elementary School through a Community Support Program.
At-risk elementary school students and their families often have little support for social and academic growth from community members and from parents. This study examined the impact of an 8-month program to increase advocacy from community volunteers, use volunteer help, and provide weekly parent seminars on the quality of students' school experience. Participating were at-risk first through fifth graders in a low achieving school in which there was initially little support from parents or community members for school programs. The program had several components, including volunteer help for the computer lab, automation of the library, weekly seminars for parents on study and test-taking skills and guidance strategies, computer-based learning adventures for first through fifth grade students, mentors for fourth graders, Junior Achievement, and other School to Career communication. Post-intervention findings indicated that parents, staff, and faculty believed that the program had enhanced the quality of the students' school experience. The social and academic growth of the children was increased with the parent training. The computerized lessons were considered practical, and survey responses from parents, staff, faculty, mentors, and students were positive. The library was not effectively used by students; there were serious technology problems with the software. Nine of the 10 proposed outcomes were met, resulting in increased community support for the students' social and academic growth. (Seven appendices include data collection instruments. Contains 70 references.) (KB)
Descriptors: Black Youth, Community Support, Computer Uses in Education, Educational Technology, Elementary Education, Elementary School Students, High Risk Students, Individualized Instruction, Library Automation, Mentors, Parent Education, Program Evaluation, School Community Relationship, Volunteers
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Applied Dissertation Report, Nova Southeastern University.