University-Assisted Community Schools as Partners in Neighborhood Revitalization Efforts

Autor/inn/en	Britt, Noelle; Bates, Samantha; Anderson-Butcher, Dawn; Edwards, Ryan; Noteman, Nicole; Brady, Christopher; DuMond, Lee; Childs, Tasha M.
Titel	University-Assisted Community Schools as Partners in Neighborhood Revitalization Efforts
Quelle	In: Children & Schools, 45 (2023) 1, S.35-45 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdac024
Schlagwörter	School Community Relationship; Universities; Community Schools; Partnerships in Education; Neighborhood Improvement; Community Development; Educational Improvement; Elementary Schools; Neighborhood Schools; Safety; Educational Environment; Behavior Problems; Incidence; COVID-19; Pandemics; Learner Engagement; Electronic Learning; Family School Relationship; College School Cooperation + Suchen Sie Ihr Suchwort? University; Universität; Community school; ; Gemeindeschule; Gemeinschaftsschule; Hochschulpartnerschaft; Community; Development; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Elementary school; Grundschule; Volksschule; Sicherheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Vorkommen
Abstract	Urban policymakers, city officials, and community residents utilize neighborhood revitalization initiatives to establish safe and empowered neighborhoods. In 2016, leaders in Columbus, Ohio, launched a neighborhood revitalization effort designed to improve safety, access to opportunities, and economic development in the historically underserved Linden neighborhood. A priority focus involved strengthening Linden schools through the development of two university-assisted community schools (UACS). Using the community collaboration model as a guide, leaders from the schools, university, nonprofit, and local government sectors partnered to support school improvement processes in two Linden K-6 elementary schools. Annual stakeholder surveys have demonstrated marked improvements in perceptions of neighborhood safety, school climate, and the overall learning support system. The prevalence of behavioral incidences among students has decreased. Further, during the COVID-19 pandemic, the UACS model helped sustain student engagement and virtual learning and keep families connected to the schools. This article describes implementation outputs and evaluation outcomes associated with adopting the UACS model in these two Linden elementary schools. Findings contribute to a greater understanding of how UACS can serve as partners in neighborhood revitalization efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01