urban educators found ways to involve the community in the education process.
In other words, they utilized the community's resources (teachers, parents,
students, etc.) to improve their students' reading, writing, mathematics,
and science competence.
and Parents are important elements of the Thursday Night Tutoring
Program used to improve the mathematics skills of high school students.
High school students in the Student Mentoring Program improved their
assigned elementary school students' social, study skills, and reading,
writing, and mathematics grades. Some of the high school students
tutored and mentored their elementary school students from one to
three hours daily and received half to one and half alternative credits
Success for All (SFA) school employed a full-time certified facilitator
who helped the faculty and staff implement the program. Through classroom
visits, coaching, and meetings, the facilitator supported the teachers'
ability to improve students' reading skills.
in successful urban schools in high poverty contexts worked to win
the confidence and respect of parents by improving student achievement
and building strong partnership with the parents; one principal did
away with separate parent teacher organizations and created a unified
Parent Teacher Association. This collaboration created a collective
sense of responsibility. Educators saw themselves as part of a family.
Teachers, parents, students, and principals worked together to improve
student learning and achievement. This collaboration also created
opportunities for teachers to work, plan, and learn together. According
to the literature, "without time for collaboration on instruction,
many improvements would have never been conceived or implemented." Teachers
were constantly learning about their content area and academic instruction
or pedagogy. They learned as much from each other as they learned
from other professional development sources. They worked together
to implement "best practices."
literature on the Nation's Report Card also supports the thesis that
community involvement strategies are related to student learning
eighth, and twelfth graders who reported weekly home discussions
about their studies had higher average reading scores than students
who reported discussing their studies less frequently. Having such
discussions almost every day was associated with the highest average
score at the eighth and twelfth grade levels (NAEP, 1998).
(4th, 8th, and 12th graders) who reported talking about their reading
activities with family or friends once or twice a week, or at least
monthly, had higher average reading scores than students who reported
doing so rarely (NAEP, 1998). Similar to the reading results, Fourth,
eight, and twelfth graders who reported at least weekly home discussions
about their studies had higher average writing scores than students
who reported discussing their studies less frequently (NAEP, 1998).
According to the literature, "Again, these results are consistent
with those of earlier NAEP assessments in many subjects."
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