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ERIC Number: ED535644
Record Type: Non-Journal
Publication Date: 2012-Jan
Pages: 32
Abstractor: ERIC
Reference Count: 0
Lightening the Load: A Look at Four Ways that Community Schools Can Support Effective Teaching
Chang, Theodora
Center for American Progress
The job of a teacher these days seems to stretch beyond the walls of a classroom, especially in primary and secondary schools in high-poverty communities. There are stories of teachers purchasing food for hungry students, going door to door in neighborhoods to boost parent involvement in school, and referring students and families to health services. Teachers in these communities know how important these types of nonclassroom activities are to improving the educational performance of their students. So, too, do education experts and policymakers, who call for including these "wraparound services" in high-poverty schools. While there is research on the potential for wraparound services, including health care services, family involvement programs, and expanded food assistance programs to eliminate barriers to student learning, there is little known about the possible connection between wraparound services and teacher efficacy. This report examines specific examples of schools where wraparound services are benefiting teachers in addition to students. The authors explore the ways in which wraparound services help teachers in high-poverty schools focus on student achievement by addressing the nonacademic needs of students. They conclude with their detailed recommendations--steps that they believe would help teachers and students alike perform to the best of their ability. (Contains 1 table and 48 endnotes.) ["Lightening the Load: A Look at Four Ways that Community Schools Can Support Effective Teaching" was written with Calyssa Lawyer.]
Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: JP Morgan Chase Foundation
Authoring Institution: Center for American Progress