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ERIC Number: ED550624
Record Type: Non-Journal
Publication Date: 2012
Pages: 371
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-9065-8
ISSN: N/A
The Development and Implementation of Successful School-Community Partnerships in Public Elementary Education
Record, Vincent N.
ProQuest LLC, Ed.D. Dissertation, University of La Verne
Purpose: The study aimed to define common characteristics of successful school-community partnerships supporting the improvement of academic achievement in public elementary schools. Based on the perceptions of elementary school administrators, this study identified important factors of, barriers to, and benefits of successful school-community partnerships. Research Questions: Five questions addressed aspects of successful school-community partnerships with public elementary schools as described by study participants, including (1) defining a successful partnership; (2) similarities and differences among partnerships; (3) important factors in or (4) barriers to developing, implementing, and sustaining successful partnerships; and (5) specific benefits for public elementary schools and their community partners when both partners describe the school-community partnership as being successful. Findings: 1. The most common characteristics of successful school-community partnerships included (a) a positive, collaborative relationship, (b) a common mission and vision supporting student achievement, (c) measureable goals and objectives regularly monitored, and (d) shared resources providing mutual benefits. 2. Successful school-community partnerships were similar in that they were student-centered and supported student achievement. 3. Partnerships differed in that they existed in a wide array of configurations depending on partnership needs, available resources, and each partner's motivation. 4. The most common school-community partnerships were not necessarily the most effective, possibly only a factor of being easier to establish. 5. Personal relationships were the most important factor in developing, implementing and sustaining school-community partnerships. 6. The most effective partnerships were not exact replications of existing partnership models, but rather individualized partnerships for a specific purpose. 7. Barriers to successful school-community partnerships widely varied, depending on partnership participants, resources, and configurations. 8. A mutually beneficial school-community partnership had a greater probability of long-term success. Conclusions: School-community partnerships have become nearly indispensable for schools operating in a climate of increasing expectations and diminishing resources. Community support is important in school improvement, helping to backfill lost resources and to develop long-term, mutually beneficial relationships that support student achievement. Schools benefit by improved public ratings resulting from producing more competent graduates. The community benefits by receiving young adults who will be productive, contributing members of society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A