The purpose of this study was to investigate the current practices of school and community partnerships in five North Texas elementary schools. In addition, the study focused on the influence community partnerships have on at-risk students based on at-risk indicators data. The literature revealed that when schools, parents, and families work together, students tend to earn higher grades, attend school more regularly, stay in school longer, and enrolled in coursework beyond high school. The target population included approximately 350 administrators, teachers, and paraprofessionals from five North Texas elementary schools. Also included were the respective partners from each of the five elementary schools. This research included online survey instrument and data were gathered and analyzed through a combination of statistical procedures and descriptive and inferential statistics. The results may provide other schools with a profile of school and community partnerships that can be implemented as a method to help their at-risk student populations. Findings included a descriptive analysis of factors that contributed to the success of community engagement efforts as well as those factors that limited those efforts. A secondary purpose of this study was of continuous improvement in developing these approaches through a goal-setting approach. Schools included in the study provided a next steps plan by describing their major goal(s) for improving existing school and community partnerships over the next 3 years.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc822807 |
| Date | 12 1900 |
| Creators | Tucker, Linda Cavazos |
| Contributors | Camp, William E., Ennis-Cole, Demetria Loryn, 1961-, Brooks, John C., Jenkins, Jim |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | x, 100 pages : color illustrations, Text |
| Coverage | United States - Texas |
| Rights | Public, Tucker, Linda Cavazos, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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