Quality Educational Factors as Perceived By Teachers and Administrators in Emerging and Mentoring Community Schools

Powers, Dana

Quality Educational Factors as Perceived By Teachers and Administrators in Emerging and Mentoring Community Schools

Publique Deposited

School districts with a growing number of students living in severe poverty are implementing full-service community schools to meet the specific needs of students living in poverty. Community schools provide supports to students and families that are unique to the needs of the students and families served by the school. With community agency help, full-service community schools can provide supports for mental health, physical health, extra tutoring, parent education classes and workshops, mentoring, and often evening meals all within the walls of the school. Very little literature has been published on the effectiveness of community schools. This study focuses on the perceptions of teachers and administrators working within 16 community schools on the importance of 7 quality educational factors (i.e., student attendance, student motivation, student mental health, student behavior, student physical health, parent influence and involvement, and curriculum rigor). The design of this study was a mixed methods using a cross-sectional survey to meet the needs of the quantitative and qualitative research questions. In the results of the study, teachers and administrators working at 16 community schools within a large Midwestern district valued student motivation, student attendance, parent involvement, parent educational classes, and professional development in curriculum rigor and working with challenging student behaviors.

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