Schools Uniting Neighborhoods (SUN), a collaborative initiative in Multnomah County, Oregon, combines the increasingly popular community school model with an innovative organizational structure to further two key goals: sustainability as an initiative and furthering racial equity. This thesis situates SUN within the context of American public education reform and existing literature on the positive outcomes, organizational structures, and leadership components of community schools. Building on past reviews of SUN and its outcomes, I use results from qualitative interviews with key stakeholders to provide insight into how its organizational structure contributes to the goals of sustainability and racial equity. I discuss the current state of SUN, future directions, and the relevancy of findings to other community schools initiatives and more generally, public education reform efforts.

Dans cette thèse, nous traitons de l'efficacité comparée de l'enseignement public et de l'enseignement privé au Cameroun. Le système éducatif camerounais actuel porte les marques de la période coloniale. L'école est passée par trois stades : avant, pendant et après la colonisation. Le système éducatif actuel se caractérise par une forte demande d'éducation et une offre d'éducation insuffisante aussi bien publique que privée. Les redoublements et les abandons sont fréquents et élevés. Le système éducatif est peu efficace dans son ensemble. Deux sous-systèmes éducatifs hérités de la période coloniale fonctionnent à la fois, l'un francophone et l'autre anglophone. Deux secteurs d'enseignement fonctionnent également, l'un public et l'autre privé. Le secteur privé est composé de quatre types d'écoles : le privé laïc, le privé confessionnel, le privé communautaire et et le privé des parents. Un grand nombre de parents d'élèves choisissent de scolariser leurs enfants dans les structures scolaires privées. Ils estiment que le secteur d'enseignement privé est plus efficace que le secteur d'enseignement public. L'analyse comparée des deux secteurs montre que les écoles privées sont associées à une meilleure progression des élèves. Elles sont en définitive plus efficaces que les écoles publiques. Un élève scolarisé dans le secteur privé obtient en moyenne de meilleurs résultats que son camarade qui fréquente le secteur public. L'analyse de la réussite des élèves au Certificat d'études primaires montre la supériorité numérique des élèves des institutions privées. Les chances d'obtenir le CEP sont plus élevées chez les élèves d'écoles privées confessionnelles et des structures publiques. Les variables de contexte scolaire sont aussi responsables de la variabilité des résultats des élèves dans chaque secteur d'enseignement. / In this thesis, we treat with the efficiency compared by the state education and by the private education in Cameroon. The current educational system carries the marks of colonial period. The school is crossed by three stages the school before the colonization, the school during the colonization and the school after the colonization. The current educational system is characterized by a strong educational request and an insufficient educational offer. The redoubling and the abandonments are frequent and raised. The educational system is little effective in general. Two educational sub-systems inherited from colonial period work, the one French speaker and the other English speaker. Two sectors of education also work the one public and the other deprived. The private sector consists of four types of schools: the school private layman, the school deprived confessional, the school deprived community and the school deprived of the parents. A large number of the parents choose to school their children in the private school structures that consider more effective than the public schools. The analysis compared by both sectors shows that private schools are associated with a better progress of the pupils. They are more effective after all than the public schools. The analysis of the success of the pupils to the Certificate of Primary Studies shows the numeric superiority of the pupils of the private institutions. The chances to obtain the CEP (Basic School-Leaving Qualification) are more raised (more brought up) at the pupil's of confessional private schools and the public structures. The variables of school context are also responsible for the variability of the results (profits) of the pupils in every sector of education (teaching).

This dissertation is designed as a theoretical research study, whose aim is to explore the possibilities of mapping and development of the community aspect of schools. This field of study is still relatively unexplored. The goal of this dissertation is to outline theoretically the concept of a Community school, and to stress the change of paradigm of current education and focus on how the role of school changes in current society. The dissertation also focuses on theoretical aspects of school perception and current scientific knowledge in given area. The research focuses on the analysis and characteristics of the Community school model. Further goal of the empirical research was to determine whether there is a reliable instrument to help identify the type and quality of a given Community school, identify a basic typological distribution of Community schools in the Czech Republic, identify how individual concepts of Community schools differ in the content and delivery of their curricula, and how are principles of Community schools interconnected with the principles of inclusive education, and in particular with the provision of equal opportunities. The qualitative research was carried out in five elementary schools in the Czech Republic that identify themselves as Community schools. These five...

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This study examined the schooling experiences of eleven graduates from the rural south of Egypt with primary community schools in Assiut. The study used individual interviews and focus groups to examine how community school graduates understood their experiences. The community schools were found to have removed previous obstacles of distance and cost. The quality of education that the students received allowed them to flourish in education rather than falter, and that was largely influenced by the quality of their relationship with their teachers. The students learned academic skills, as well as attitudes and dispositions that serve as cultural capital. They have more opportunities than before, yet also face significant challenges as they transition to the public system. The model of community schooling is also facing significant challenges as differences with the public schooling systems are exerting tension on the community school model to converge.

This study examined the schooling experiences of eleven graduates from the rural south of Egypt with primary community schools in Assiut. The study used individual interviews and focus groups to examine how community school graduates understood their experiences. The community schools were found to have removed previous obstacles of distance and cost. The quality of education that the students received allowed them to flourish in education rather than falter, and that was largely influenced by the quality of their relationship with their teachers. The students learned academic skills, as well as attitudes and dispositions that serve as cultural capital. They have more opportunities than before, yet also face significant challenges as they transition to the public system. The model of community schooling is also facing significant challenges as differences with the public schooling systems are exerting tension on the community school model to converge.