Raising the Stakes: Investing in a Community School Model to Lift Student Achievement in Community School District 16

Education and Literacy;Race and Ethnicity

Raising the Stakes: Investing in a Community School Model to Lift Student Achievement in Community School District 16

Brooklyn's Community School District 16 (CSD16) is a chronically low-performing district that encompasses the eastern half of Bedford-Stuyvesant, a section of northeastern Crown Heights, and a small portion of Brownsville. CSD16 consists of 26 traditional public schools with a total enrollment of 9,900 students. Eighty percent of CSD16 students are eligible for free and reduced lunch. CSD16 serves 11 public housing complexes.

In CSD16, 45% of girls and 34% percent of boys in grade three tested at or above grade level for English Language Arts in 2010-2011, as compared to 56% and 55% respectively for New York State overall. Similarly, 52% of girls and 49% of boys in CSD16 tested at or above grade level for math in grade three, as compared to 60% and 59% respectively for New York State overall. Of the CSD16 students who were in grade nine in 2006-2007, 50% received Regents diplomas in 2010-2011. CSD16 had a 44% graduation rate in a city where 59% is the average.

The metric used to determine college and career readiness, however, is even more troubling. Students are considered college ready in New York when they score 75% or higher on their English Regents and 80% or higher on their Math Regents. Of the four high schools located in CSD16 with 2011-2012 graduating classes, two had a 5% college readiness rate among graduates over a four year period, one had a 3% rate, and the remaining had a college readiness rate of 0.0%.

In citing these statistics, this report makes the case that CSD16 has significant challenges that severely undermine the efforts of Black and Brown families to provide opportunities for their children to thrive educationally. At the same time, CSD16 has strengths. For example, there are strong nonprofit institutions and a civically engaged working-and middle-class, which offer opportunities for individual community-based donors, established foundations, and public sector agencies to team up with local stakeholders to improve the educational outcomes of students in CSD16.

January 2013

Geographic Focus: North America-United States (Northeastern)-New York-Kings County-New York City (Brooklyn)

Positive Student Outcomes in Community Schools

Community and Economic Development, Education and Literacy

Positive Student Outcomes in Community Schools

Analyzes links between participation in community school supplemental programs in extended learning, family engagement, and support, and student outcomes such as English language development scores and attitudes about school. Makes policy recommendations.

February 2012

Geographic Focus:

Achieving Results Through Community School Partnerships

Community and Economic Development;Education and Literacy

Achieving Results Through Community School Partnerships

Outlines the importance of and strategies for building and maintaining successful partnerships for community schools that integrate academics, youth development, family support, health and social services, and community development. Makes recommendations.

January 2012

Geographic Focus: North America-United States

Ohio Student Mobility Research: Statewide Overview

Children and Youth, Education and Literacy

Ohio Student Mobility Research: Statewide Overview

In 2011, Community Research Partners (CRP) and The Thomas B. Fordham Institute (Fordham) entered into a partnership to conduct research on student mobility in Ohio. Fordham, a national leader in advancing educational excellence through quality research, commentary, and advocacy, wanted to build on their recent research on student mobility in the Dayton area and examine student mobility throughout the state. CRP brought to the project its experience in undertaking research on student mobility in the Columbus City Schools (CCS) and in processing and analyzing student-level records from the Ohio Department of Education (ODE).

In June 2011, Fordham provided CRP with a planning grant to develop a workable research plan. ODE provided CRP with student-records from the Education Management Information System (EMIS). Beginning with the 2008 -- 2009 school year, EMIS has included unique student identifiers that charter schools in Ohio. With assistance from ODE staff in understanding and using the EMIS data, CRP analyzed student records for Franklin County districts. The outcome of the planning phase was a design for a large-scale study of student mobility in Ohio, to be conducted by CRP. Work on the project began in February 2012.

November 2012

Geographic Focus: North America-United States (Midwestern)-Ohio

Lightening the Load: A Look at Four Ways That Community Schools Can Support Effective Teaching

Education and Literacy, Human Services, Welfare and Public Assistance

Lightening the Load: A Look at Four Ways That Community Schools Can Support Effective Teaching

Describes how healthcare, family involvement, and expanded food assistance programs at high-poverty community schools enhance teacher effectiveness by enabling them to focus on instruction in stable environments. Recommends policies to maximize benefits.

January 2012

Geographic Focus: North America-United States

Case for School-Based Integration of Services: Changing the Ways Students, Families and Communities Engage with their Schools, The

Children and Youth, Education and Literacy, Poverty

Case for School-Based Integration of Services: Changing the Ways Students, Families and Communities Engage with their Schools, The

P/PV's GroundWork series summarizes available evidence on a variety of social policy topics, providing a solid foundation for future work.

This first issue reviews the current literature about the potential benefits of simultaneously providing three services in school -- healthcare, out-of-school-time learning and family supports -- to boost students' educational outcomes. For disadvantaged, low-income youth, research indicates that access to these supports can play a key role in helping them surmount common obstacles to educational attainment. In addition to highlighting how each affects key outcomes such as learning, school connectedness (i.e., positive feelings about school) and access to needed services, this brief summarizes the potential benefits of offering these resources through a highly integrated, school-based model.

January 2009

Geographic Focus:

See More Reports

Go to IssueLab