Teachers reported that integrated community school supports allowed them to prioritize student-centered learning opportunities¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers interviewed in the study reported that with integrated services and processes connecting students and families with resources, they could prioritize project-based learning, work-based opportunities, culturally affirming curriculum, and social-emotional learning. → Klevan 2023

Evidence¶

Klevan 2023¶

Klevan, S., Daniel, J., Fehrer, K., & Maier, A. (2023). Creating the conditions for children to learn: Oakland's districtwide community schools initiative. Learning Policy Institute. https://doi.org/10.54300/784.361

q2 · i? · qualitative · r?

Interview findings from educators at the three study schools; teachers "reported that with integrated services" they could prioritize student-centered opportunities including project-based learning and culturally affirming curriculum. This is self-reported, not an outcome measure.

"Teachers interviewed for this study reported that with integrated services, and with processes in place that connect students and families with resources, they were able to prioritize student-centered learning opportunities, such as project-based learning around contemporary and/or local topics; work-based opportunities that are central to Linked Learning pathways in high school; culturally affirming curriculum; and the infusion of social and emotional learning throughout the school day."

Discussion¶

Related Claims¶

• Centralized district management of partnerships enabled community schools to deliver programs and services without the burden of managing partnerships — related
• Interviewees identified leadership prioritization, staff buy-in, and investments in staffing, training, partnerships, and funding as facilitators of trauma-engaged implementation — related
• A field guide asserts that authentic family–school partnerships benefit student achievement and argues that without staff training and coaching the school–family divide persists — related
• Direct service providers and statewide nonprofits play indispensable connector roles between youth needs and policy in both states — related
• Yolo County children and youth need expanded learning, engagement, and leadership development opportunities, including integration of a youth development framework into all youth-serving organizations — related