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ERIC Number: ED442286
Record Type: RIE
Publication Date: 2000
Pages: 30
Abstractor: N/A
Broadening the Base: School/Community Partnerships Serving Language Minority Students at Risk. Educational Practice Report 6.
Adger, Carolyn Temple; Locke, Jennifer
Language minority students, including immigrants and their American-born children, may have to contend with a mismatch between the language and the culture of their schools and those of their homes and communities. To broaden the base of support for these students and to help address their academic needs appropriately, some schools have been partnering with community-based organizations (CBOs). This report outlines findings from a study of school/CBO partnerships that promote the academic achievement of language minority students. It describes the type of CBOs that partner with schools, the ways the partners work together, and the work they do. Crucial elements of program success are discussed, as well as the challenges that partnerships may face. The following recommendations for developing effective partnerships came from partnerships described in this report. Partnership recommendations include assuring that potential partners are fully committed to the partnership and maintaining communication among partners. Program recommendations are threefold: ensure strong leadership at the program level; start small and build up carefully; and be on the look out for new opportunities. Finally, two important dimensions of successful partnerships deserve more scrutiny: the contributions of staff members who share the clients background, and the effects of partnership and program plasticity and the need to find the right balance between consistency and flexibility. (Contains 13 references.) (Author/KFT)
Dissemination coordinator, CREDE, Center for Applied Linguistics, 4646 40th Street N.W., Washington, DC 20016. Tel: 202-362-0700.
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: Center for Research on Education, Diversity and Excellence, Santa Cruz, CA.