How Community Action Contributes to Achievement 6

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Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 3591646Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 Thomas Hatch 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Community and school -- -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:
Contents:
Action note: In: Educattional Leadership 55 (8): 1998. pp. 16-19 Summary: Other editions:
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Periodicals L11.Ed83el.1998 (Browse shelf) Available PER 277H
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ABSTRACT : What does community involvement have to do with student achievement? Plenty, according to the Alliance Schools in Texas. Through organizing efforts, parents, community members, and teachers have become advocates for their schools, working for better safety, more funding, and additional programs and learning activities for the whole community. Many schools have experienced an increase in student test scores-even when community activities had little to do with the tests themselves. In fact, the benefits of community engagement in schools create a snowball effect, influencing all aspects of student and school achievement. For example, Ysleta Elementary School carried out a successful effort to raise funds for an after-school program. The program itself gave students and parents a sense of hope and excitement, and provided students a safe and meaningful place to go in the afternoons. But when a group of students who had been learning to play chess came home with a first prize chess trophy, the whole community took notice. This success led to more after-school programs throughout the area-and greater community pride. Many activities implemented by community efforts contribute directly to student learning. But visible success also boosts the confidence of parents, students, and teachers, creating a greater sense of pride in the school and higher expectations for academic achievement. 56

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