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ERIC Number: ED464997
Record Type: RIE
Publication Date: 2002-Apr
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Program Development in the National Network of Partnership Schools: A Comparison of Elementary, Middle, and High Schools.
Sanders, Mavis G.; Simon, Beth S.
Based on surveys of 375 elementary, middle, and high schools in the National Network of Partnership Schools (NNPS), this report identifies differences and similarities in the development and quality of these schools' programs of school, family, and community partnership, examining how NNPS members at various school levels implemented partnership programs and used NNPS tools and services; support for and obstacles to partnerships; and how factors like school context, program support, and NNPS connections influenced program quality. Results indicated that schools made progress in improving the quality of their partnerships. They reported implementing meaningful partnership activities linked to school goals such as improving student achievement, behavior, and attendance; school climate; and parental and community involvement. Some partnership activities were common across grade levels. School newsletters, parent information folders, and volunteer directories were implemented at all school levels. However, the content and frequency of newsletters, information in parent folders, and type of volunteer opportunities differed by grade level. High schools were least likely to report implementing activities for each of six types of involvement. Four factors were important to overall partnership programs quality: widespread support for partnership; supportive, engaged partnership teams; adequate funding; and active use of research-based tools. (Contains 37 references.) (SM)
Publications Department, CRESPAR/Johns Hopkins University, 3003 North Charles Street, Suite 200, Baltimore, MD 21218. Web site: http://www.csos.jhu.edu.
Publication Type: Reports - Research
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 the Education of Students Placed At Risk, Baltimore, MD.