New York Community School Model

Pedro Noguera, a phenomenal urban sociologist and a professor at New York University confronts the problems which exist in our nation’s education system in his book, City Schools and the American Dream: Reclaiming the Promise of Public Education. Noguera describes what he views to be the main problems facing urban education and suggests strategies for improvement. From years of experience as a teacher and school board member, he reflects on what he believes to be the real problems. Noguera blames the school’s failures on students, parents, and teachers which leads to blame local government officials or policymakers. Noguera states in City Schools and the American Dream, “The central argument of this book is that until there is a genuine commitment to address the social context of schooling — to confront the urban condition — it will be impossible to bring about significant and sustainable improvements in urban public schools” (pg.6). Noguera believes that we must address the central problem to make any type of solutions for improvement.

For decades now, there have been educational problems in the inner city schools in the United States. The schools inability to teach some students relates to the poor conditions in the public schools. Some of the conditions are the lack of funds that give students with the proper supplies, inexperienced teachers, inadequate resources, low testing scores and the crime-infested neighborhoods. These conditions have been an issue for centuries, but there is nothing being done about it. Yet, state and local governments focus on other priorities, including schools with better academics. It is fair to say that some schools need more attention than other does. However, when schools have no academic problems then the attention should be focused

Parent and Community involvement does not occur overnight. I feel that schools must make parent and community involvement a priority, valuing and accepting each other’s differences. Schools, families and communities must work together to support all students in a learning environment to ensure every student is a successful learner. Positive family and school involvement fosters a partnership among my school encouraging students to reach their highest potential academically and in life. Parent and community involvement does not mean stay-at-home mothers coming to school to help as needed, or a businessman stopping by to see events occurring on campus. The role of school, family and community involvement is a partnership incorporating goal-oriented activities for all grade levels linked to academic success and student growth.

The Harlem Children’s Zone is a community based education system started by Geoffrey Canada. His main goal with this program was to close the achievement gap between affluent and low-income children in Harlem and ensure that every student that attends the HCZ also attends college. His charter school, referred to as “ The Promise Academy,” is unique as it provides a high-performing academic program supplemented with a variety of social services including parenting classes, support system for former HCZ students who have enrolled in college, fitness programs, community centers, and an onsite-medical clinic. Children living in the inner city are historically low-performing students, because they are not worried about their grade on a test like

The gap between the nation’s best and worst public schools continues to grow. Our country is based on freedom and equality for all, yet in practice and in the spectrum of education this is rarely the case. We do not even have to step further than our own city and its public school system, which many media outlets have labeled “dysfunctional” and “in shambles.” At the same time, Montgomery County, located just northwest of the District in suburban Maryland, stands as one of the top school systems in the country. Within each of these systems, there are schools that excel and there are schools that consistently measure below average. Money alone can not erase this gap. While

As a new charter school located in a vibrant neighborhood in Wilmington, our school has worked directly with neighbors, community groups, local nonprofit organizations and local elected and government leaders to establish a good relationship and prepare the way for our students and families to benefit from our neighborhood and location. The Brandywine neighborhood where our school is located is in the center of downtown Wilmington, easily accessible to many local businesses and government agencies, and area neighborhoods, by foot and by public transportation. We have worked extensively with local community groups, agencies and organizations to ensure that the relationship between our school and the community is mutually beneficial. When

The New Jersey State Department of Education received government, state, and local funding for youths ages 5-17, as part of the 21st Century Community Learning Centers Program. The question is; how can the states revise and disperse the amount of funding allocated for after-school programs for the current number of children enrolled? How can we raise awareness about the higher enrollment after-school programs offered for children of all ages? The current data shows the ratio of children enrolled versus the number of children not enrolled, offset the amount of dispersed funds, and varies state to state. The New Jersey Department of education allocates the funded money towards after-school programs housed at public schools with a high enrollment rate while other states do not. This leaves a huge gap in society with not enough funds creatively used towards youth programs. Children of all ages should have access to an after- school educational program and support from within their community. Common motivational goals set forth in the evaluation for this program are, for children to receive the enhancement of moral values, equality, and diversity through after-school educational programs within their local school districts. This evaluation is based on the logic model format and designed to meet the needs and demands assessment criteria. Weighing the outcome of an economical developed society in which graduation rates will increase. While, in past the government started

In NYC, access to after-school programs remains a problem for many children especially those from low-income/unstable families due to the lack of funding by the government. After school programs are slowly diminishing in the city and many people are not interested in reviving them. Over the years, many people have downplayed afterschool programs and their benefits to children especially those that come from low-income/unstable families. The social development of children from unstable backgrounds could greatly improve by the promotion and valuation of afterschool programs. They offer activities, memories, and a sense of community all of which these kids need to excel and gear away from the negativity that surrounds them.

There are too many unanswered questions.” (Butts, et.al., 2002) It is suggested by this review that any independent school district conduct its own study by implementation to review the effectiveness in its community.

Westside Consolidated School District should have a more robust school community relations plan that targets specific stakeholder groups and tabulates the penetration of the results from the targeted groups. The need of the School District is financial based and the plan must raise the issues of not enough classroom space and the need for a new high school building. The plan should also target providing information to parents about the need for testing is to go give the district information to build lessons for the students in the

Some parents, believe their child’s school district is everything they could ask for: quality teachers, modernized school buildings, diverse student body. For parents of the students in school, “district 3, which covers the West Side of Manhattan from 59th Street to 122nd Street” and part of Harlem, this is not the case ("District 3", 2017, p. 1). Local public primary and secondary schools vary significantly in quality. For instance, the best public elementary schools are located on Manhattan’s West side of New York City. One being P.S. 199 Jessie Isador Straus where most of the students are upper-middle-class and Caucasian. While on the northern side of Manhattan, P.S 191 Museum Magnet School is underenrolled with students that are mostly

The Department of Youth and Community Development’s (DYCD) central task is administering available City, State and Federal funds to effective Community-Based Organizations (CBO’s) to provide high-quality youth and family programming (DYCD). In an effort to turnaround the Mayor’s rigorous Renewal School implementation timeline, DYCD was asked to help serve as a procurement engine to get the contracts registered on a timely basis so funds could quickly be infused into the schools. The RFP process was a collaboration between the Mayor’s Office, DOE and DYCD. The RFP’s primary purpose was to support the 83 Renewal Schools in becoming Community Schools by securing experienced CBO’s to partner with the failing schools in implementing the Community

Nonetheless, each Community School will be allocated funding for this initiative based “on a formula” that combines “foundation base” and “need weights” (Community School strategy). The “foundation base” for each school will be $225,000 (Community School strategy). The “need weights” will apply funding for other elements such as “grade weight”, “campus model” and “need weight”. The “grade weight” will be based on the FY16 Fair Student Funding model (see appendix ___) that vary based on grade level, general education, ELL status, poverty, special education (self contained or integrated), and school portfolio (i.e. career and technical education, specialized academic or audition, transfer school, etc.) (Community School strategy). The “campus

Involving the community in education supports the development of a healthy local economy, brightens the future, and increases the quality of life (Family Involvement Partnership for Learning, 1995). Encouraging parental involvement leads to increased student achievement and social skills, decreases high school dropout rates, and encourages higher education (Family Involvement Partnership for Learning, 1995). Educators should plan to include community resources in the classroom, considering their input, results for the students, and availability. Thus, the first part of this paper explores four different community resources who may have a connection to schools while the second focuses on the implementation of one

School improvement is transformation. It is one of the most important actions of a school. It is a process that schools must use with fidelity to ensure that at all students are given the opportunity to perform and achieve at exemplary levels. School improvement is vital to schools and it is a process that cannot be done in isolation. It requires team work, collaboration, and constant analysis of data and setting of goals. School improvement goals focus on how to meet the needs of students. Addressing the educational needs, funding, and achievement gaps between subgroups is collaborative effort involves everyone that has a vested interest in the schools. These basic measures set the foundation for improvement. And so, if it is the