Interview with Mayor Richard Mavis

Richard Mavis talks about the Knox County Communityhttps://digital.kenyon.edu/lak_interviews/1031/thumbnail.jp

Center for Research on the Education of Students Placed at Risk: Report #7

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.Drawing upon Epstein’s theory of overlapping spheres of influence, this study explores the effects of teacher, family, and church support on the school-related attitudes, behaviors, and academic achievement of African American, urban adolescents. To achieve this objective, 826 students in an urban school district in the southeastern United States completed a questionnaire measuring: (1) student perceptions of teacher support; (2) student perceptions of parental support; (3) church involvement; (4) school behavior; (5) academic self-concept; (6) achievement ideology; and (7) academic achievement. Interviews were conducted with a subset of the research population (40 students) to enhance and aid in the interpretation of the questionnaire data.Office of Educational Research and Improvement, U. S. Department of Education (R-117-D40005

Marguerite Casey Foundation: Reflecting on 15 Years of Philanthropic Leadership Through a Summative Evaluation

This article presents the findings of a summative evaluation of the Marguerite Casey Foundation that was conducted on the occasion of its 15th anniversary. The evaluation was designed to gauge stakeholders’ perceptions of the foundation’s operations to facilitate organizational learning. In sharing these results, the authors seek to elucidate the role of evaluation as a learning practice within the field of philanthropy. The article describes the foundation’s organizational elements and evolution and discusses key themes that emerged from qualitative data collected from foundation leaders and staff, as well as findings from a survey of current grantees. The article presents a synthesis of the evaluation’s findings and recommendations for the foundation’s continued and future work, describes its initial responses to these recommendations, and concludes with thoughts regarding the foundation’s continued progress toward establishing movement building as a philanthropic strategy for the 21st century

Center for Research on the Education of Students Placed at Risk: Report #22

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.To better understand how some secondary schools are working to encourage continued family and community involvement as children progress from elementary to middle and high school, twenty-two educators, parents, and students at two middle schools and two high schools were interviewed. The four schools are members of the National Network of Partnership Schools, which brings together and provides technical assistance to schools, districts, and states committed to developing comprehensive and permanent programs of school-family-community partnership. This report is organized in five sections. The first section discusses social networks, social capital, and a theory of overlapping spheres of influence to elucidate the conceptual foundation for school-family-community partnerships. The second section outlines and discusses essential elements of a comprehensive program of school-family-community partnerships.Office of Educational Research and Improvement, U.S. Department of Education (R-117-D40005)

Center for Research on the Education of Students Placed at Risk: Report #57

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.Based on survey data collected from 375 elementary, middle, and high schools in the National Network of Partnership Schools (NNPS), this report identifies differences and similarities in the development and quality of schools’ programs of school, family, and community partnership. Middle schools in the sample were similar to elementary schools in their implementation of practices to involve families and communities. Differences related to school level were primarily found between high schools and other school levels. These differences primarily centered on reported obstacles to partnerships, and key aspects of program implementation. The significance and implications of the study’s findings are discussed.Grant (No. R-117-D40005) from the Office of Educational Research and Improvement (OERI), U.S. Department of Educatio

Center for Research on the Education of Students Placed at Risk: Report #32

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.This study analyzes survey data from 423 parents at six high schools in Maryland—two rural, two urban, and two suburban.Office of Educational Research and Improvement, U.S. Department of Education (R-117-D400005

Fifteen Years of Philanthropic Leadership: A Summative Evaluation of the Marguerite Casey Foundation

In 2016, the Foundation commissioned a summative evaluation to facilitate reflection on lessons learned over 15 years and provide recommendations for future work

Center for Research on the Education of Students Placed at Risk: Report #34

The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.A survey of deans and chairs of education in 161 schools, colleges, and departments of education (SCDE) in the United States reveals a dramatic gap between leaders’ strong beliefs about the importance for educators to conduct effective partnerships, and reports of low preparedness of graduates to work effectively with students’ families and communities.Office of Educational Research and Improvement OERI, U. S. Department of Education (R-117-D4005