Abstract
Worldwide the idea of “the achievement gap” refers to the academic learning of students and the overall performance of entire schools. A second achievement gap also merit attention: The gap between rich and poor students, one that indicates that, for too many young people in several parts of the world, the circumstances surrounding their births determine their life chances. Community schools, community learning centers, extended-service schools, and multi-service schools can be configured, implemented and improved in ways that address both gaps. Building on the compelling, evidence-based accounts provided by the leader-authors of the chapters comprising Part II, this chapter identifies important next phases in the development of this innovative school design. Examples of these next phases start with new language and frameworks for planning, specifying, and evaluating interdependent relationships among educators, community health and social service providers, parents and community leaders. Next phases also include needs to differentiate between partnerships among schools and other organizations and collaboration among people. Additionally, the examples extend to new ideas for how special subjects such as art, music, drama and physical education can be reconfigured to facilitate diverse students’ social inclusion and social integration. Perhaps above all, the priority for connecting community school components to classrooms is emphasized, improving teachers’ work and enriching students learning. This classroom-connected, teacher-supportive design is an advanced feature that moves these new schools toward innovative, integrated social pedagogy and away from a deficit-oriented, “fix, then teach” approach to services for vulnerable children and their families. Last, but not least, opportunities remain to expand this new school design to emphasize school-and-work and school-to-work initiatives, together with economic innovations such as time dollar programs and micro-lending schemes for small businesses. The reminder here is that services alone will not lift people out of poverty or provide pathways toward prosperity and social integration.
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Lawson, H.A., van Veen, D. (2016). Closing Two Achievement Gaps: Nominees for Practice and Policy Innovations. In: Lawson, H., van Veen, D. (eds) Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools. Springer, Cham. https://doi.org/10.1007/978-3-319-25664-1_13
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