After-School, Community Schools and Mentoring: Perspectives on Theory, Practice and Policy Jane...
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![Page 1: After-School, Community Schools and Mentoring: Perspectives on Theory, Practice and Policy Jane Quinn Assistant Executive Director for Community Schools.](https://reader030.fdocuments.us/reader030/viewer/2022032701/56649c985503460f94954a50/html5/thumbnails/1.jpg)
After-School, Community Schools and
Mentoring: Perspectives on Theory,
Practice and Policy
Jane QuinnAssistant Executive Director for Community
SchoolsThe Children’s Aid Society
![Page 2: After-School, Community Schools and Mentoring: Perspectives on Theory, Practice and Policy Jane Quinn Assistant Executive Director for Community Schools.](https://reader030.fdocuments.us/reader030/viewer/2022032701/56649c985503460f94954a50/html5/thumbnails/2.jpg)
How Are They Connected? Strong theory under all three Share some of the same theory
(especially resilience) All have good empirical studies that
support their wider implementation All require quality implementation Secret ingredient = relationships
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Key Delivery Differences Mentoring is generally offered on a
one-to-one basis After-school is generally offered in
small groups Community schools is generally
offered on a school-wide basis
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Mentoring: Some Perspectives Big Brothers Big Sisters program has
the longest history (90+ years) and make-the-case research, conducted by Public/Private Ventures
Other programs seek to learn from and emulate BBBS quality standards, which include volunteer recruitment, orientation, training and supervision
![Page 5: After-School, Community Schools and Mentoring: Perspectives on Theory, Practice and Policy Jane Quinn Assistant Executive Director for Community Schools.](https://reader030.fdocuments.us/reader030/viewer/2022032701/56649c985503460f94954a50/html5/thumbnails/5.jpg)
Mentoring: More Thoughts Variations on a theme include
community-based and school-based programs
Promising new results from P/PV study of school-based programs, using college and high school students as mentors to address volunteer recruitment challenges
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Mentoring: Results to Date
P/PV study (1995) found that mentored youth:
Were less likely to start using drugs and alcohol
Were less likely to hit someone Improved school attendance,
performance and attitudes Improved peer and family relationships
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Caveats from P/PV Study Did not show that mentoring as a
generic idea is effective Quality implementation matters Dosage makes a difference (weekly,
multi-hour meetings over a year) Did not show long-term effects Not cost-free
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Other Lessons to Consider Marc Freedman warns about
“fervor without infrastructure” Gary Walker (2000) warns that “its
easy attractiveness belies the effort and structure that makes it work.”
However…
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Strong Support for Expansion
Gary Walker notes:…”Mentoring is like finding a gusher or
having invested in America Online at the beginning: we should applaud its success, and use it for all its worth. For mentoring is both a discrete program and a broader idea—that individual change and progress is fundamentally about having other individuals care, support, tend to and guide on a one-to-one basis. There is no substitute.”
![Page 10: After-School, Community Schools and Mentoring: Perspectives on Theory, Practice and Policy Jane Quinn Assistant Executive Director for Community Schools.](https://reader030.fdocuments.us/reader030/viewer/2022032701/56649c985503460f94954a50/html5/thumbnails/10.jpg)
Mentoring as a Broader Idea Mentoring can be incorporated into
after-school and community school programs
This approach is recommended by both Freedman, Walker and others
Fully consistent with Positive Youth Development theory (adults, assets, agents)
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Perspectives on After-School Amazing growth of a field over 15
years Equally amazing growth of
knowledge base Theoretical studies—Reginald Clark,
Chapin Hall, Carnegie Empirical studies on results—
Vandell, Reisner, McLaughlin, Others
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Quick Summary of Research Multiple benefits from young
people’s participation in high quality programs
Benefits include academic, social, emotional, physical, moral/character
Dosage makes a difference Quality implementation makes a
difference Importance of qualified staff
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Other Key Ideas about AS Importance of voice and choice Voluntary participation Enrichment (exposure, experience,
engagement) Don’t forget summer—think OST Twin pillars of quality—process
(staff) and content (curricula)
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National Movement 21st Century CLC funding gave big
boost ($1 M. to $1 B. over five years)
After-School Alliance fostering national advocacy
NIOST, NAA and Foundations fostering national excellence in practice (conferences, materials)
C-BASS fostering systemic learning
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Perspectives on Community Schools
Three definitions: Coalition for Community Schools Cocktail party definition Developmental triangle
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What is a Community School? A community school is both a place
and a set of partnerships between the school and other community resources. Its integrated focus on academics, services, supports and opportunities leads to improved student learning, stronger families and healthier communities. (From Coalition for CS)
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A Second Definition…
A Community School is Characterized by:
Extended Services Extended Hours Extended Relationships (“swinging
door”)
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Developmental Triangle
core
inst
ruct
iona
l pro
gram
enrichment – educational &
cultural
removing barriers to learning & development
• health• dental
• mental health• social services
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Several well-known models: Beacons Bridges to Success Children’s Aid Society Community Schools Communities in Schools Healthy Start Polk Brothers Full-Service Schools Schools of the 21st Century (Yale) WEPIC (University of Pennsylvania)
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Research Base Making the Most of
Non-school Time Reginald Clark Milbrey McLaughin Deborah Vandell
Enrichment & Developmental Domains Resiliency theory James Comer
Parents’ Active Role Epstein &
Henderson Epstein – middle
school findings Coordinated Services Caring Adults in
Child’s Life Fritz Ianni Jacquelyn Eccles
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Key Ingredients of Many CS Education First Lead Agency as Partner, Not Tenant Full-Time Presence of Lead Agency Joint Planning (Particularly between
Principal and CS Director) Integration of Partner Staff into
Governance and Decision-Making Bodies (e.g., School Leadership Team)
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Key Program Components After-School and Summer Enrichment Parent Involvement Adult Education Medical, Dental, Mental Health and
Social Services Early Childhood Community and Economic
Development
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CCS Research Report ‘09 New report from Coalition for
Community Schools summarizes latest research
Key results include improved academic performance, improved attendance, higher graduation rates, improved behavior, positive youth development, greater parental involvement
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National Movement
National Coalition for Community Schools founded in 1998
21st Century CLC program grows from $1 million to $1 billion over five years
Rep. Steny Hoyer sponsoring full-service schools legislation
Several cities/districts go “to scale” New Federal grants program (2008)
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National Movement Part II ASCD Commission focuses on “whole child” Bolder, Broader Approach to Education
statement supports CS components Community Agenda for America’s Public
Schools gains 125 prominent endorsers AFT President Randi Weingarten speaks out
in favor of Community Schools U.S. Secretary of Education publicly
supports community schools in Education Daily (3/25) and on Charlie Rose Show (3/16)
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Current Opportunities Arne Duncan to John Merrow: “If
it’s good for kids, we’re going to do more of it…”
New service funds can support expansion in all three arenas
ARRA Innovations Fund and State Incentive grants also hold promise
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In Conclusion… Great time to be working in this field One field or three? Importance of building on the best
available knowledge Importance of identifying policy
levers No substitute for quality
implementation