Tulsa_Comm_Schools-Curt_Adams,TACSI
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Tulsa_Comm_Schools-Curt_Adams,TACSI
Page I 1The Oklahoma Center for Educational PolicyThe Community School EffectEvidence from an Evaluation of the Tulsa Area Community School Initiative Tulsa_Comm_Schools-Curt_Adams,TACSIe40483Curt M. AdamsUniversity of OklahomaThe Oklahoma Center for Educational PolicyThis report was prepared for the Tulsa Area Community Schools Initiative (TACSI). Do not cite without permission from the TACSI Director. Questions about the research design and findings may be directed to Curt Adams Tulsa_Comm_Schools-Curt_Adams,TACSIat Cun.Adams-l@ou.edu. The research was supported by the Oklahoma Center for Educational Policy. The investigator does not have a financial interest iTulsa_Comm_Schools-Curt_Adams,TACSI
n TACSI or community schools that could bias the findings of the report.Page I 2ACKNOWLEDGEMENTSThis report would not have been possible without the sPage I 1The Oklahoma Center for Educational PolicyThe Community School EffectEvidence from an Evaluation of the Tulsa Area Community School Initiative Tulsa_Comm_Schools-Curt_Adams,TACSI invaluable. In particular, the qualitative data collected and analyzed by Dr. Gaetane Jean-Marie was instrumental for understanding how principals in the mentoring and sustaining schools diffused core components of the community school model. Additionally, her ideas, reflections, and critical quest Tulsa_Comm_Schools-Curt_Adams,TACSIions challenged the research to extend beyond merely providing evidence on achievement effects. Dr. Lisa Bass and doctoral candidate Kathy Curry alsoTulsa_Comm_Schools-Curt_Adams,TACSI
made helpful contributions to the evaluation design, data collection, and analysis. Finally, I want to thank the management team of TACSI and the prinPage I 1The Oklahoma Center for Educational PolicyThe Community School EffectEvidence from an Evaluation of the Tulsa Area Community School Initiative Tulsa_Comm_Schools-Curt_Adams,TACSIent of Educational Leadership and Policy Studies at the University of Oklahoma. He is also a research scientist with the Oklahoma Center for Educational Policy. His research addresses school improvement through the lens of social conditions in school organizations. Recent publications include: Colle Tulsa_Comm_Schools-Curt_Adams,TACSIctive Trust: Why Schools Can't Improve Without II (with Patrick Forsyth and Wayne Hoy, Teachers College Press). The Formation of Parent-School Trust:Tulsa_Comm_Schools-Curt_Adams,TACSI
A Multi-level Analysis (Educational Administrative Quarterly), The Nature and Function of Trust in Schools (Journal of School Leadership), and Social Page I 1The Oklahoma Center for Educational PolicyThe Community School EffectEvidence from an Evaluation of the Tulsa Area Community School Initiative Tulsa_Comm_Schools-Curt_Adams,TACSI ice of Students).ABOUTTHE CENTERThe Oklahoma Center for Education Policy (OCEP) was established as a resource for the State of Oklahoma and its education policy makers at the State, district, community and school levels. OU scholars from both the Norman and Tulsa campuses and from various disciplin Tulsa_Comm_Schools-Curt_Adams,TACSIes are tapped as needed to address research needs as they are identified. Some projects are identified by the core scholars of OCEPand result in policTulsa_Comm_Schools-Curt_Adams,TACSI
y white papers, evaluation reports, or scholarly publications. Other research projects are contracted with civil and governmental agencies.EXECUTIVE SPage I 1The Oklahoma Center for Educational PolicyThe Community School EffectEvidence from an Evaluation of the Tulsa Area Community School Initiative Tulsa_Comm_Schools-Curt_Adams,TACSIarable non community schools to test the achievement effect attributed to the community school model. 1110 primary research questions were: Is there an achievement difference between students in 1ACS1 schools and students in comparable non TACSI schools? Does diffusion of the community school model Tulsa_Comm_Schools-Curt_Adams,TACSImake a difference in student achievement? II an achievement effect exists, what social conditions contribute to differences in student achievement?ĨSTulsa_Comm_Schools-Curt_Adams,TACSI
there an achievement difference between students ìn TACST schools and students in comparable non TACS1 schools?Significant math and reading achievemenPage I 1The Oklahoma Center for Educational PolicyThe Community School EffectEvidence from an Evaluation of the Tulsa Area Community School Initiative Tulsa_Comm_Schools-Curt_Adams,TACSI performed slightly below the average non TAGS! student in math. These differences were eliminated when individual poverty was entered in the model, suggesting that differences between the two gloups were largely a function of differences in individual student poverty ralher than systematic differen Tulsa_Comm_Schools-Curt_Adams,TACSIces between schools.£717.71 <5 2§713.0708.3703.6'698.97337234'Non TACSI TACSINon F/R LUNCH— F/R LUNCH713.7Docstuc704694.3Page I 1The Oklahoma Center for Educational PolicyThe Community School EffectEvidence from an Evaluation of the Tulsa Area Community School InitiativePage I 1The Oklahoma Center for Educational PolicyThe Community School EffectEvidence from an Evaluation of the Tulsa Area Community School InitiativeGọi ngay
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