Public-Private Partnerships Help Address School-Age Challenges.

Deich, Sharon

doi:10.1037/e305872003-007

Cited by 1 publication

(2 citation statements)

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“…For example, discussions about connecting afterschool programs and other aspects of the PFSCS model to academic achievement were wide-spread. However, some concern about too much focus on academics was expressed and respondents noted that the community needs to remember that FSCS approaches should focus not just on improving academic achievement but also in creating and providing opportunities for recreational activity to support the overall well-being of students and families (Deich, 2001). Afterschool programs can and should include community service, arts, sports, and educational enrichment activities like chess and science clubs, as well as programs more focused on academics such as Project Learn, from the Boys & Girls Clubs of America (Quinn, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…The importance of creating some level of cohesion and continuity in leadership cannot be overstated (Adelman & Taylor, 1997). Deich (2001) noted that honesty, trustworthiness, integrity, and consistency are essential to effective leadership; perhaps nowhere is this more important than in a project as comprehensive as the PFSCS initiative.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

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Successes, Challenges, and Future Directions for an Urban Full Service Community Schools Initiative

Anderson

Chen

Min

et al. 2017

Education and Urban Society

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After receiving a multiyear federal grant, an urban school district and community agency that focused on family literacy implemented a comprehensive school reform initiative called Providence Full Service Community Schools (PFSCS). A host of community partners collaborated to develop the PFSCS model with the broad goal of strategically connecting teachers, families, afterschool programming, and community services, as a method for improving the well-being of students in participating schools and their families. This article compares findings from a baseline and 4-year follow-up study of the PFSCS, documenting changes in stakeholder perceptions about the project. In the follow-up study, respondents noted increased family engagement and improved climate in PFSCS schools, along with more school–community partnerships. Findings also suggested stakeholder perceptions had changed regarding the extent to which the PFSCS was expected to improve academic achievement. Specifically, although some stakeholders were disappointed that a direct link between the PFSCS and improved test scores had not been found, findings also indicated that overall, the community continued to value the work and desired to see the program expand.

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Section: Discussionmentioning

confidence: 99%

Section: Concluding Thoughtsmentioning

confidence: 99%