Community Schools in Action: Lessons from a Decade of by Joy G. Dryfoos, Jane Quinn, Carol Barkin

By Joy G. Dryfoos, Jane Quinn, Carol Barkin

A group institution differs from different public faculties in vital methods: it really is usually open as a rule, ruled via a partnership among the college procedure and a group organization, and gives a large array of well-being and social providers. It frequently has a longer day prior to and after college, positive aspects mum or dad involvement courses, and works for neighborhood enrichment. How should still this type of institution be established? How can its good fortune be measured? group colleges in motion: classes from a Decade of perform provides the kid's relief Society's (CAS) method of growing group faculties for the twenty first century. CAS begun this paintings greater than a decade in the past and this day operates 13 such faculties in 3 low-income parts of recent York urban. via a technical tips heart operated by way of CAS, enormous quantities of alternative faculties around the kingdom and the realm are adapting this version. in line with their very own reports operating with group faculties, the participants to the quantity offer precious information regarding the chosen application elements. They describe how and why CAS begun its group institution initiative and clarify how CAS neighborhood colleges are geared up, built-in with the varsity approach, sustained, and evaluated. The publication additionally contains numerous contributions from specialists outdoors of CAS: a urban superintendent, an architect, and the director of the Coalition for group faculties. Co-editors pleasure Dryfoos, an expert on group faculties, and Jane Quinn, CAS's Assistant government Director of group faculties, have teamed up with freelance author Carol Barkin to supply statement linking many of the elements jointly. For these attracted to remodeling their faculties into potent baby- and family-centered associations, this e-book presents an in depth street map. For these fascinated about academic and social coverage, the booklet deals a distinct instance of research-based motion that has major implications for our society.

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I know that to be on the cutting edge, you must take risks. When done right, risk taking is a responsible adventure in the area of social engineering, and it allows us to build on what we have learned. As we use our knowledge to expand and create programs, we are often questioned about why we do so many things in so many places. The answer is simple: we initiate and sustain those programs and services because they are what children and families need and want— and in the case of community schools, they make good sense.

S. Department of Education’s Civil Rights Division as the school that has the lowest rate of special education referrals as well as the highest rate of appropriate special education referrals of all the schools mentioned in their reviews. Learning Starts before Birth at PS 5 A special accomplishment at PS 5 is the development of our early childhood programs (see Seltzer, ch. 6 in this volume). These include Early Head Start for pre-birth through age three and Head Start for ages three to five. Furthering the sense of continuity, Head Start graduates simply walk across the hall to attend their kindergarten class, eliminating 95% of the transitional problems experienced by graduates of early childhood programs that are outside the school.

Department of Education’s Civil Rights Division as the school that has the lowest rate of special education referrals as well as the highest rate of appropriate special education referrals of all the schools mentioned in their reviews. Learning Starts before Birth at PS 5 A special accomplishment at PS 5 is the development of our early childhood programs (see Seltzer, ch. 6 in this volume). These include Early Head Start for pre-birth through age three and Head Start for ages three to five. Furthering the sense of continuity, Head Start graduates simply walk across the hall to attend their kindergarten class, eliminating 95% of the transitional problems experienced by graduates of early childhood programs that are outside the school.

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