Exploring School-Family-Community Partnerships and Achievement in Baltimore City Elementary Schools.
Saved in:
| Title: | Exploring School-Family-Community Partnerships and Achievement in Baltimore City Elementary Schools. |
|---|---|
| Language: | English |
| Authors: | Sheldon, Steven B., Clark, Laurel A., Williams, Kenyatta J., Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools. |
| Peer Reviewed: | N |
| Page Count: | 27 |
| Publication Date: | 2001 |
| Sponsoring Agency: | Office of Educational Research and Improvement (ED), Washington, DC. DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academic Achievement, Elementary Education, Family School Relationship, Partnerships in Education, Predictor Variables, Program Implementation, School Community Relationship |
| Abstract: | This study examined relationships between schools' efforts to involve families in their children's education and student performance on standardized achievement tests in the Baltimore schools. Data gathered by the National Network of Partnership Schools was combined with those collected by the state for the mandated Maryland School Performance Assessment Program (MSPAP). Complete data were available from 78 schools for third graders and from 77 schools for fifth graders. Findings indicated that Baltimore schools rated their partnership programs between fair and good and that they implemented just under 4 of the 5 measured characteristics of a well-implemented partnership program. Program quality was strongly related to program implementation as well as the degree to which the school met the challenges associated with the six types of involvement. No relationship was found between program quality or program implementation and achievement test performance. However, mobility was negatively related to the percentage of third and fifth graders who scored satisfactory or above on the MSPAP. Schools that better met the challenges of involving all of the students' families had a larger portion of their third graders score satisfactory or above in reading, writing, math, science, and social studies and a larger portion of their fifth graders score satisfactory or above in science and social studies. (Contains 26 references and 5 tables.) (Author/KB) |
| Entry Date: | 2001 |
| Accession Number: | ED453977 |
| Database: | ERIC |
| Abstract: | This study examined relationships between schools' efforts to involve families in their children's education and student performance on standardized achievement tests in the Baltimore schools. Data gathered by the National Network of Partnership Schools was combined with those collected by the state for the mandated Maryland School Performance Assessment Program (MSPAP). Complete data were available from 78 schools for third graders and from 77 schools for fifth graders. Findings indicated that Baltimore schools rated their partnership programs between fair and good and that they implemented just under 4 of the 5 measured characteristics of a well-implemented partnership program. Program quality was strongly related to program implementation as well as the degree to which the school met the challenges associated with the six types of involvement. No relationship was found between program quality or program implementation and achievement test performance. However, mobility was negatively related to the percentage of third and fifth graders who scored satisfactory or above on the MSPAP. Schools that better met the challenges of involving all of the students' families had a larger portion of their third graders score satisfactory or above in reading, writing, math, science, and social studies and a larger portion of their fifth graders score satisfactory or above in science and social studies. (Contains 26 references and 5 tables.) (Author/KB) |
|---|
