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ERIC Number: EJ1067983
Record Type: Journal
Publication Date: 2015
Pages: 28
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0924-3453
Differentiated Effects of Community Schooling on Cognitive and Social-Emotional Learning Outcomes
Heers, Marieke; Ghysels, Joris; Groot, Wim; van den Brink, Henriƫtte Maassen
School Effectiveness and School Improvement, v26 n3 p354-381 2015
Community schools are becoming increasingly popular. They aim to enhance children's educational performance by offering extended educational and social services. As community schools mainly focus on disadvantaged children, this study evaluates the effects of community schooling on the educational outcomes of these pupils. We focus on care pupils and pupils whose parents have a low educational attainment. We hypothesize that community schools are particularly beneficial to care pupils, namely, pupils with additional educational needs, and for pupils with parents with lower levels of educational attainment. Our analyses show that both pupil groups benefit in terms of reduced underachievement. The duration of community school attendance as such does not affect cognitive outcomes, but it proves beneficial to the educational achievement of both groups when the community school subsidy is taken into account as well. We show that different community school activities have partly contrary effects on care pupils and non-care pupils.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands