Transcript Children’s Aid Society Community Schools

After-School, Community
Schools and Mentoring:
Perspectives on Theory, Practice
and Policy
Jane Quinn
Assistant Executive Director for Community Schools
The Children’s Aid Society
How Are They Connected?
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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
Key Delivery Differences
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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
Mentoring: Some Perspectives
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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
Mentoring: More Thoughts
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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
Mentoring: Results to Date
P/PV study (1995) found that mentored
youth:
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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
Caveats from P/PV Study
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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
Other Lessons to Consider
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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…
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.”
Mentoring as a Broader Idea
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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)
Perspectives on After-School
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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
Quick Summary of Research
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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
Other Key Ideas about AS
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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)
National Movement
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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
Perspectives on Community
Schools
Three definitions:
 Coalition for Community Schools
 Cocktail party definition
 Developmental triangle
What is a Community School?
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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)
A Second Definition…
A Community School is Characterized by:
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Extended Services
Extended Hours
Extended Relationships (“swinging
door”)
Developmental Triangle
removing barriers to learning & development
• mental health
• health
• social services
• dental
Several well-known models:
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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)
Research Base
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Making the Most of Non-
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school Time
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Reginald Clark
Milbrey McLaughin
Deborah Vandell
Enrichment & Developmental
Domains
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Resiliency theory
James Comer
Parents’ Active Role
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Epstein & Henderson
Epstein – middle school
findings
Coordinated Services
Caring Adults in Child’s Life
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Fritz Ianni
Jacquelyn Eccles
Key Ingredients of Many CS
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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)
Key Program Components
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After-School and Summer Enrichment
Parent Involvement
Adult Education
Medical, Dental, Mental Health and
Social Services
Early Childhood
Community and Economic Development
CCS Research Report ‘09
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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
National Movement
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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 fullservice schools legislation
Several cities/districts go “to scale”
New Federal grants program (2008)
National Movement Part II
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ASCD Commission focuses on “whole child”
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Bolder, Broader Approach to Education
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Community Agenda for America’s Public
Schools gains 125 prominent endorsers
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statement supports CS components
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)
Current Opportunities
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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
In Conclusion…
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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