The document discusses a presentation evaluating full service extended schools in England. Full service extended schools aim to tackle inequality by providing services like childcare, parent support, after school activities, and inter-agency collaboration. The evaluation used a theory of change approach to study 17 projects, analyzed national student performance data, conducted cost-benefit analyses of 10 schools, and surveyed students, parents, and staff. The evaluation found that while extended schools had positive individual impacts and benefits outweighed costs, there was limited evidence they improved overall student attainment or drove fundamental social change.
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POVERTY PROOFING THE SCHOOL DAY –the role of schools in compensating for poverty: should they have a role and if so what?
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Research Centre for Learning and Teaching, School of Education, Communication and Language Sciences, Newcastle University
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The achievement gap of disadvantaged students has always been large, and is still widening. Even more now, during the Covid-19 pandemic. Parental involvement is seen as an important strategy for closing this gap. The ultimate objective is to expand the academic and social capacities of students, especially those of disadvantaged backgrounds determined by ethnic minority/immigrant origin and low socioeconomic status. This article focuses on possible roles of parents in education and aims at answering two questions: (1) What types of parental involvement can be discerned? and (2) What are the effects of parental activities on their children’s attainment? To answer both questions, a review of the literature was conducted, and a synthesis of the results from twelve meta-analyses was performed. The review pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. Nevertheless, they can be ordered along the lines of just a few perspectives, namely locus (at home/at school), style (formal/informal), action (active/passive), and actor (parent/student/school). From the synthesis of the meta-analyses it can be concluded that the average effect of involvement on attainment is small. In addition to many positive effects there are also substantial numbers of null and even negative effects. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. No differences in effects of involvement on attainment according to ethnic/immigrant and social background could be established. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.
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“The conference addresses such critical questions as: How do we define success with regard to the role of education in preparing students for work?” Perna said. “How well are different educational providers preparing future workers? What is the role of public policy in improving connections between education and work?
“It seeks to improve our understanding of several fundamental dimensions of this issue through insights from federal, state and local policy leaders, college administrators and researchers.”
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How to use your CRM for upselling and cross-sellingRedspire Ltd
In order to really boost your business you need to be upselling and cross-selling to the customers who you know can best increase your margins.
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Geert Driessen (2021) Parental involvement: Types and effectsDriessen Research
The achievement gap of disadvantaged students has always been large, and is still widening. Even more now, during the Covid-19 pandemic. Parental involvement is seen as an important strategy for closing this gap. The ultimate objective is to expand the academic and social capacities of students, especially those of disadvantaged backgrounds determined by ethnic minority/immigrant origin and low socioeconomic status. This article focuses on possible roles of parents in education and aims at answering two questions: (1) What types of parental involvement can be discerned? and (2) What are the effects of parental activities on their children’s attainment? To answer both questions, a review of the literature was conducted, and a synthesis of the results from twelve meta-analyses was performed. The review pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. Nevertheless, they can be ordered along the lines of just a few perspectives, namely locus (at home/at school), style (formal/informal), action (active/passive), and actor (parent/student/school). From the synthesis of the meta-analyses it can be concluded that the average effect of involvement on attainment is small. In addition to many positive effects there are also substantial numbers of null and even negative effects. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. No differences in effects of involvement on attainment according to ethnic/immigrant and social background could be established. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.
Frederik Smit, Geert Driessen, Roderik Sluiter & Peter Sleegers (2007). Types...Frederik Smit
In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in ‘white’ schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
From the Penn IUR and Penn GSE sponsored conference:
“Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America: The Policy, Practice and Research Issues"
May 25-26, 2011
Organized by Laura Perna, a professor in Penn GSE, and Susan Wachter, a professor in Penn’s Wharton School, “Preparing Today’s Students for Tomorrow’s Jobs” explores the most effective institutional and public-policy strategies to be sure high school and college students and adult learners have the knowledge and skills required for future employment.
“The conference addresses such critical questions as: How do we define success with regard to the role of education in preparing students for work?” Perna said. “How well are different educational providers preparing future workers? What is the role of public policy in improving connections between education and work?
“It seeks to improve our understanding of several fundamental dimensions of this issue through insights from federal, state and local policy leaders, college administrators and researchers.”
Guest speakers include Eduardo Ochoa, assistant secretary of the U.S. Department of Education; former Pennsylvania Gov. Edward Rendell; Lori Shorr, chief education officer to Philadelphia Mayor Michael Nutter; Charles Kolb from the Committee for Economic Development in Washington, D.C.; Claudia Neuhauser from the University of Minnesota; Bethany Krom from the Mayo Clinic; and Harry Holzer from Georgetown University.
“Much recent attention focuses on the need to improve high school graduation and college degree completion. But, relatively less attention has focused on whether graduates and degree recipients have the skills and education required by employers,” Perna said.
The event is sponsored by the Penn’s Pre-Doctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education, with funding from the U.S. Department of Education’s Institute for Education Sciences in collaboration with Penn’s Institute for Urban Research.
How to use your CRM for upselling and cross-sellingRedspire Ltd
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While CRM is a great toolbox for the complete sales cycle - cold prospect to red-hot lead - Customer Relationship Management needs to be looked at from another perspective: cross-selling and up-selling. In today’s market, concentrating on the customers who know you best can increase turnover and margins faster than any headline-grabbing push into new sales territories.
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Education System in Puerto ricoTeam AUniversity of Phoenix.docxjack60216
Education System in Puerto rico
Team A
University of Phoenix
PHL/458
Prof. Angel Duran
NOTE:
To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image.
1
Table of Content
Original issue
Initial resolutions
Critical examination of best resolution
Evaluation of the argument
Revised argument
Refined resolution with implementation plan
2
Original Issue
Absence of an official educational philosophy
Excessive centralized system
Limited financial resources, compounded by the uncertainty in the economy dependent on metropolis
An archaic and outdated education law dating from 1903, which conferred excessive powers to the Secretary of Education on issues such as decision-making on management, budget, curriculum, monitoring, assessment and staff throughout the system.
Lack of coordination between regional and local exchange operational levels, and these, in turn, other public institutions.
Lack of continuity due to changes in public administration
Inadequate supervision of teachers
Our team identified as an issue the education system in Puerto Rico. Some of the factors which we believe are the main cause of this problem are; the absence of a limited formal educational philosophy, excessive centralized system, financial resources, compounded by uncertainty in the economy dependent on the metropolis, a archaic and obsolete education law dating from 1903, which confers excessive powers to the Secretary of Education in issues like making management decisions, budget, curriculum, monitoring, evaluation and staff throughout the system. Also the lack of coordination between operating regional and local levels trade, which, in turn, other public institutions and finally the lack of continuity due to changes in government and inadequate supervision of teachers.
3
Initial Resolutions
To improve or contribute to the education of our people, the main thing is a degree of commitment that has every one of the people who are in charge of our education.
Promote activities in which parents and children interact and simultaneously they are contributing something to society would be one of our proposals.
Our second proposal to the Department of Education would work with the multiple intelligence of students for classes more interactive. Not all students work in the same way, and many stay back. They should promote activities that arouse the interest of students and help growth and intellectual and cultural life of each performance to feel appreciated.
We understand that to improve or contribute to the system of education of our people, the main thing is the commitment that each one of the people who are in charge of our education have.
We promote activities where parents and children to interact and at the same time contribute to society.
Our second proposal to the Department of Education is working with the multiple intelligences of the students and design a new system ...
Education has the potential to make a substantial contribution towards improving the life-chances of the 50,000 children and young people in out-of-home care (OOHC) across Australia and New Zealand. Yet, most in OOHC face significant educational challenges, many do not receive a quality education, and exceptionally few go on to university. Making links with the growing body of Australasian and international research literature on the education of children in OOHC, this presentation reports on ‘Slipping down Ladders and Climbing up Snakes’ - a doctoral qualitative study that investigated the experiences of seven New Zealand university students who were formerly in foster care. The presentation particularly focuses upon the study's findings in relation to foster care and leaving care. While confirming that ‘Kiwi kids in care’ can and do go to university, the main barriers included limited educational support for those in foster care, mixed placement quality, multiple placements and a lack of permanency, challenging behaviour, being discharged from care at 17 and irrespective of whether schooling had been completed, generally poor and somewhat limited relationships with social workers, and limited financial support on leaving care from the national statutory child welfare agency Child, Youth and Family. Nonetheless, and despite the above, participants’ experiences also suggest the critical importance of at least one of their longer-term foster carers creating an educationally-rich environment, and formal support services for care leavers where they were available. Once at university, the majority did sometimes struggle, although there was usually some support from former foster carers, long-term partners, and in some instances parents. As well as examining the possible implications of the study, whether and how such studies can shape policy and practice is also discussed.
Education has the potential to make a substantial contribution towards improving the life-chances of the 50,000 children and young people in out-of-home care (OOHC) across Australia and New Zealand. Yet, most in OOHC face significant educational challenges, many do not receive a quality education, and exceptionally few go on to university. Making links with the growing body of Australasian and international research literature on the education of children in OOHC, this presentation reports on ‘Slipping down Ladders and Climbing up Snakes’ - a doctoral qualitative study that investigated the experiences of seven New Zealand university students who were formerly in foster care. The presentation particularly focuses upon the study's findings in relation to foster care and leaving care. While confirming that ‘Kiwi kids in care’ can and do go to university, the main barriers included limited educational support for those in foster care, mixed placement quality, multiple placements and a lack of permanency, challenging behaviour, being discharged from care at 17 and irrespective of whether schooling had been completed, generally poor and somewhat limited relationships with social workers, and limited financial support on leaving care from the national statutory child welfare agency Child, Youth and Family. Nonetheless, and despite the above, participants’ experiences also suggest the critical importance of at least one of their longer-term foster carers creating an educationally-rich environment, and formal support services for care leavers where they were available. Once at university, the majority did sometimes struggle, although there was usually some support from former foster carers, long-term partners, and in some instances parents. As well as examining the possible implications of the study, whether and how such studies can shape policy and practice is also discussed.
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Case 1: Full service extended schools: evaluation of education systems that aim to tackle inequality / Liz Todd
1. Case 1: Full service extended schools: evaluation
of education systems that aim to tackle
inequality
Presentation on 5th Feb 2011
Second Round Table: How can we evaluate
Evaluation of Education Effectiveness, Efficiency and
Policies: International Improvement of Education
practice and evidences. Policies? International
perspectives, practices and
evidences
Professor Liz Todd
liz.todd@ncl.ac.uk
2.
3. What I am going to talk about……
What are extended schools?
What do they look like and why? What do they hope to achieve?
How did we evaluate full service extended schools nationally?
What is theory of change and why did we use Is possible to be flexible and robust?
it?
What did we find?
What are the issues in having extended
Do extended schools really work?
schools?
4. Extended schools in England
• Multiple initiatives since 1997
• Typically: childcare; parent support; out of hours
activities; adult learning; inter-agency working
• Shift from extended schools to extended services
• Emergence of area-based initiatives
• Similar patterns in many other countries
5. What can extended schools achieve?
•Student learning: Community school students show significant and widely evident gains in
academic achievement and in essential areas of nonacademic development.
•Family engagement: Families of community school students show increased stability,
communication with teachers and school involvement. Parents demonstrate a greater sense
of responsibility for their children’s learning success.
•School effectiveness: Community schools enjoy stronger parent-teacher relationships,
increased teacher satisfaction, a more positive school environment and greater community
support.
•Community vitality: Community schools promote better use of school buildings, and their
neighborhoods enjoy increased security, heightened community pride, and better rapport
among students and residents.
(Blank, Melaville, & Shah, 2003)
9. Every Child Matters 2003
• A response to child
tragedy
• Systemic change:
funding, integration
of services
• ‘joined-up’ services
• Getting help fast
• Record keeping
10. A dominant rationale
...even if we found all the factors that make schools more or less effective, we would still
not be able to affect more than 30 percent of the variance in pupils’ outcomes. It has
therefore become increasingly clear that a narrow focus on the school as an institution
will not be sufficient to enable work on more equitable educational outcomes to
progress… Interventions will need to impact more directly on pupils’ environment and life
chances.
(Muijs, 2010)
Extended schools are a key vehicle for delivering the Government’s objective of
lifting children out of poverty and improving outcomes for them and their families…A
key priority, and challenge, for schools is to reach the most disadvantaged families
within a universal framework of providing mainstream services for all families.
(HM Government, 2007)
11. What about
School improvement
unemployment,
crucial – but can only
social and health
go so far
problems, housing?
Child poverty fallen in UK
Standards aren’t
over 10yrs – but still 1 in
everything
3 children in poverty
How can we raise school Shouldn’t agencies work
standards? more in partnership?
8-15% variation in
Around 50% variation
achievement is as a result
achievement due to SES
of the school
12. Principles
Standards
don’t stand alone
Schools can’t
go it alone
More holistic role
for schools
15. Achieving clarity
Within this new model, it’s important
to ask:
– What activities will the school
undertake?
– How will these relate to the
work of others?
– Why are these important things
to do?
– What’s the evidence and who
says?
– How will the activities achieve
the desired ends?
16. The FSES evaluation
• Detailed theory of change studies of 17
projects;
• Statistical analysis of NPD;
• Cost benefit analysis of FSES provision in a
sample of 10 projects;
• Brief case studies of comparator schools
• Questionnaire survey of pupils, parents and
staff in FSESs and comparators;
• Final questionnaire survey of all FSESs.
17. Statistical
analysis:
outcome
measures
Cost-
benefit
analysis:
10 schools
Case study and
development of
theory of change:
17 schools.
18. Theory of Change
A systematic and cumulative study of the links
between activities, outcomes and context of
the initiative
Fullbright-Anderson, Kubisch and Connell, 1998: 16
19. The situation
High deprivation, low aspiration
High unemployment
Decline of manufacturing base Main strands of action
Historically low school
reputation
Community re-
engagement in learning
and parental
involvement in
schooling
Services for young
people
Raised school
performance/profile
Outcomes
Raise aspirations of
community
Raise achievement and
attainment in school
Removal of barriers to
learning
Thriving school
20. The situation
• Persistent absenteeism
• Area of high deprivation
• Lack of value placed on education by parents
and children
• Culture of non-participation in activities led by
school
• Low aspirations
• New school building in progress
21. Main strands of action
Community involvement:
• Support services
• Community support for pupils
• Pupil support for community
Pupils:
• Rewards for participation
• Rewards for attainment
• Swift and easy referral
• Transition support
• Early intervention
• One to one support for parents
22. Outcomes
For pupils and community
• Increased attendance
• High achievement/attainment (maintenance
of progress at least)
• Increased citizenship/community cohesion
• Increased social capital
• Raised aspirations
• Seeing school as supportive
23.
24.
25. Theory of change reflections
• Schools as participants in the evaluation ‘do we have to pay?’
• Double-edged sword:
– Helps inform their actions
– Demands their willing contribution
– A developmental process for schools
– FSESs change
• Practitioner thinking
– shaped by immediate demands
– characterised by taken for granted assumptions
• Evaluation best built into planning stage
26. Findings on outcomes…
• Important (transformative?) impacts on individuals &
families
• Some evidence of cultural change in school
• Possibility of change in communities
• Benefits outweigh costs – and are redistributive
• Variable association with school ‘improvement’
• Weak evidence of overall attainment gains
• No evidence of fundamental transformation at
societal level
27. Findings…
• FSESs achieve less highly than majority of schools –
explained by disadvantaged intake
• No evidence that being educated in an FSES enables
the majority of pupils to attain more highly than they
would do if they were educated in schools that did
not have this status
• Attainment gaps between pupils entitled to free
school meals (FSM) and with special educational
needs (SEN) on the one hand, and all other pupils on
the other hand are smaller in FSESs than in other
schools
• FSESs targeted children in difficulties and did so in
ways which had impacts on their attainments
28. £144,000 …
The financial benefits if one pupil achieves 5 A*-C GCSE
grades or equivalent when predicted A*-G (an
estimate)
29. More is happening for young people,
It has improved the
for example football and homework
reputation of the school and
clubs…We’ve broken down barriers
it is improving all the time
and our doors have opened…There
with the full service school,
are
the sports hall [new build]
more adults walking the corridors…It
and the healthy school.
feels less like a young person’s
(student)
ghetto
and more of a community.
(ES co-ordinator)
I don’t eat breakfast at
home and twelve parents attended
so coming here means I the smoking
get breakfast cessation course and one
(student) parent stopped smoking
(school nurse)
30. I was finding, because of the nature of
the community, when I looked at
my role as a headteacher which is
about leading the learning and the
teaching, so much of my time was We’ve got parents in the school
being taking up dealing with the social working as learning support
work issues… I did a review over a four assistants, two are learning
week period of my time and 60% support assistants, our college
of that time was social work related assistants were our dinner
and that’s not where my strengths ladies…We’ve trained them up
are. My strengths are in teaching and through NVQs and they are now
learning. (primary head teacher – now our college assistants. They
has time to commit to teaching and work full time for us. Two of
learning) them work on reception and
repro-graphics having also got
desk top computer skills,
three of them in student support
helping with issues to do with
the school.(head teacher)
31. It’s kind of like we’ve been doing
this and now we can finance it You cannot work in an inner
properly. city and say this [extended
In the past it’s been like on a schooling] belongs outside
wing and a prayer. (Assistant our curriculum. It is
Headteacher, absolutely why we got into
LA20) this work.
(Deputy headteacher, LA18)
We can help other people
Previously, you called school and spoke
with the SENCO and not the teachers. Now, achieve their targets. The
I get to speak with teachers and get Health Authority have targets
additional information and my they need to achieve and we’ve
assessments are ten times longer. I have a got sitting clients to help them
much rounder picture of the children. There achieve some of those really
is lots of information I can pick up [around difficult targets.
school] from speaking with the dinner (ES coordinator)
ladies.
(Social worker)
32. The community is a very Weak management could be a
fractured place and hard problem as the extended school
to define let alone could take
over the school and lose the
consult with.
focus on schooling.
(ES manager)
(secondary head teacher)
In terms of the other agencies and
regeneration issues, no, they haven’t
made contact with the school and that
An inhibiting factor is the capacity is really frustrating because the
issue. My staff work very hard and
school is in the heart of the community
put in long hours and lots of extra
curricular activities go on and we have
and I think we should be
to ensure that we have the capacity and consulted about central changes…but I
energy and right personnel in have to hear about these things. I
place. I regularly do a 70-80 hour week. mean, I wasn’t consulted about Sure
(secondary head teacher) Start and Sure Start affects my
families. (head teacher)
33. Some process issues
• Sustainability
• Disconnection of individual school model
• Aims – unreasonable?
• Management and co-ordination
• Partnership
• Evaluate
• Politics of extended services
– Dominance of deficit perspectives
34.
35. Some ways forward?
Promise of area-based initiatives?
• Promise of participatory/assets-based
models?
36. Making sense of it all
• ESs are no substitute for school ‘improvement’ – but
may support it
• ESs have important (if limited) supportive &
redistributive effects
• ESs offer a vehicle for area change
• Strategic approaches beyond the single school are
important
• ESs raise fundamental questions about:
– The outcomes we want from schools
– The relationship between schooling and other aspects of
public services & policy
– Who owns schools
37. Further information
FSES final report:
https://www.education.gov.uk/publications/standard/p
ublicationDetail/Page1/RR852
Cummings, C., Dyson, A, Todd, L. (2011) Beyond
the school gates (London, Routledge)
Editor's Notes
Standards can’t stand aloneSchools need to develop a clearer, more holistic roleSchools can’t go it alonelocal strategiespartnerships with other schools & agenciesGenuine community involvementFunding, accountability & governance in line with these principles