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Leveraging Community Partnerships for Integrated Student Support. Brief No. 14

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Bibliographic Details
Title: Leveraging Community Partnerships for Integrated Student Support. Brief No. 14
Language: English
Authors: Murry, Velma McBride, Jacobson, Reuben, Gross, Betheny, EdResearch for Recovery Project, Annenberg Institute for School Reform at Brown University, Results for America, Vanderbilt University, University of Washington, Bothell. Center on Reinventing Public Education (CRPE)
Source: EdResearch for Recovery Project. 2021.
Availability: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Peer Reviewed: N
Page Count: 7
Publication Date: 2021
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Partnerships in Education, School Community Relationship, Elementary Secondary Education, Social Support Groups, COVID-19, Pandemics, Pupil Personnel Services, Holistic Approach
Abstract: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What does research tell us about how to use community-based resources to address academic and social gaps resulting from the COVID-19 pandemic? In order to answer this question, the brief breaks down the issue into two points: (1) The pandemic revealed and exacerbated problems that have pushed schools and districts beyond their existing capacity to effectively respond; and (2) Partnerships between school districts and community organizations let schools draw on rooted community assets to confront key areas of concern, including basic family needs, technology access, childcare, and academic enrichment. Based on these points, the brief provides four strategies to consider and three strategies to avoid. [This brief was co-prepared by the American University, School of Education.]
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED613804
Database: ERIC
Description
Abstract:This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What does research tell us about how to use community-based resources to address academic and social gaps resulting from the COVID-19 pandemic? In order to answer this question, the brief breaks down the issue into two points: (1) The pandemic revealed and exacerbated problems that have pushed schools and districts beyond their existing capacity to effectively respond; and (2) Partnerships between school districts and community organizations let schools draw on rooted community assets to confront key areas of concern, including basic family needs, technology access, childcare, and academic enrichment. Based on these points, the brief provides four strategies to consider and three strategies to avoid. [This brief was co-prepared by the American University, School of Education.]