This paper describes a proposal for a California Full-Service
Community Schools Initiative, funded by federal stimulus funds,
to help close the achievement gap and reduce the dropout crisis.
Guidance from the U.S. Department of Education highlights
full-service community schools and emphasizes using the stimulus
as an opportunity to advance educational reform, making
full-service community schools an appropriate and compelling
component of California’s application for “Race to the Top”
funds.
This collaborative research study conducted by three teachers in
the Twin Rivers Unified School District documents their efforts
to engage parents in their child’s learning. The study was
conducted as part of a pilot project designed to integrate a
modified Algebra Project curriculum into their grades 4-6
classrooms. Spring 2010. Authors: Wendy Gallimore, Kim Rohall,
Danalynn Zacharias, and Joanne Bookmyer.
During the 2009‐10 school year three teachers at Allison
Elementary School in the Twin Rivers Unified School District
implemented a modified Algebra Project, Inc. curriculum in their
grades 4‐6 classrooms. This was a pilot project designed to test
the feasibility and impact of implementing Algebra Project
pedagogy in conjunction with the district’s regular math
curriculum. The Algebra Project emphasizes approaches to engage
students in active learning and to increase the participation of
their families in school and math activities. This report was
produced by the UC Davis School of Education’s Center for
Education and Evaluation Services, Spring 2010.
All past and current Healthy Start grantees were asked to
participate in a survey, with the goal of providing stakeholders
with information regarding sustaining Healthy Start support
services. The survey was requested by the California Department
of Education and was developed, administered and analyzed by the
Healthy Start Field Office, University of California, Davis.
Prepared by Joanne Bookmyer, Research and Evaluation Analyst
(Center for Community School Partnerships/CRESS Center, School of
Education, University of California at Davis) in collaboration
with Bob Carlson, Director of the Center for Student Assessment
and Program Accountability (Sacramento County Office of
Education) for LEED Sacramento. August 2004.
In March, 2003, Healthy Start planning grantees were invited to
take part in a survey conducted by the Healthy Start Field
Office. This survey collected information from Planning Grantees
who, due to the decrease in funding, did not receive an
Operational Grant. This survey asked a number of questions as to
how the site has been functioning without Healthy Start funds,
and what steps have been taken to implement activities.
The Center for Community School Partnerships at the University of
California Davis, School of Education has recently completed a
study of California’s Afterschool and Safety Education (ASES)
Program and 21st Century Community Learning Center grantees. The
purpose of the study was to explore current afterschool
evaluation practices and to ask what types of support would
increase local capacity to conduct and use evaluations. The study
looked at core program components, current evaluation activities
and future interests and needs with respect to evaluation at the
afterschool site level.
This study provides additional information about California’s
High Performing, High Poverty and/or High Minority Schools, and
links their status as High Performing to the presence of learning
supports. Although it is not possible to make strong causal
claims about the effectiveness of learning supports, there is
evidencethat they are related to academic performance.
Substantial numbers of older San Joaquin Valley youth are not
connected to the support they need to become healthy,
economically prosperous, civically engaged adults. Existing
research does not provide an adequate picture of who and where
these youth are, and what is needed to better connect them. This
report is an initial effort to fill the information gap, in order
to inform effective investment and program and policy development
in the region.
A comprehensive list of links to related resources.
21st Century
Community Learning Centers
This program supports the creation of community learning centers
that provide academic enrichment opportunities during non-school
hours for children, particularly students who attend high-poverty
and low-performing schools.
Administration for
Children and Families (ACYF)
ACYF administers the major Federal programs that support: social
services that promote the positive growth and development of
children and youth and their families; protective services and
shelter for children and youth in at-risk situations; and
adoption for children with special needs.
