Research supports the CIS’ programming in that it indicates that deficient model does not assist youth as they develop. The 5 Basics Model utilized by CIS focuses on the entire child. Youth professionals cannot continue to operate separately; it is imperative to involve all parties, namely the parents. The process in which CIS sites are developed is based on the free/reduced lunch percentage. This is an indicator the school system came up with to establish poverty measures. Therefore, if the free/reduced lunch is above fifty percent, the school is a “high poverty” school and CIS is then established at that site. There is a relationship that exists between poverty rates and level of education. The Davis-Kean and Sexton (2009) article is important for review because it examines parents’ educational attainment to be an important predictor of children achievement as well as the change in their achievement across time. This is important to look at when trying to push for involvement and engagement of student’s parents. More specifically, this study explores important independent factors like ethnicity and poverty levels. Overall, it states that income become less important when you move into the middle childhood, but at this point success depends on the support a child receives from home.
While gathering data to access the need for this evaluation, I noticed criticism among Communities In Schools staff. Much of this critique was surrounding the allocation of resources placed in elementary through high school. The need for CIS is not particularly obvious at the elementary level; students are making the decision to drop out once they reach high school level (Somers & Piliawsky, 2004). However, Somers and Piliawsky findings point out that it is critical, especial among African American children, to intervene as early as possible (2004). Parents, school and the community need to form an interrelationship so the child will succeed in navigating between these three worlds.
By the end of the process, Communities In Schools of Charlotte will have a strategic plan of quarterly workshop and seminars to designed to engage more parents. Outcomes are the impacts on the served population. The outcome of this evaluation will be the increase in parental involvement and engagement. The staff will learn techniques to combat this crisis through literature reviews and trainings developed for this particular topic. Included in the logic model for most nonprofit programs are intermediate and long-term outcomes that demonstrate the effectiveness of the programming and show the progress made by participants toward the desired outcome. Finally, CIS will have the ability to utilize this evaluation as a tool to identify improvements and comparative data when examining other school districts.
Davis-Kean, P., & Sexton, H. (2009). Race Differences in Parental Influences on Child Achievement: Multiple Pathways to Success. Merrill-Palmer Quarterly: Journal of Developmental Psychology, 55(3), 285-318. Retrieved from ERIC database.
McLaughlin, J. & Jordan, G. (1999). Logic models: a tool for telling a program’s performance story. Evaluation and Program Planning, 22, 65-72. Retrieved from ERIC datatbase.
Somers, C., & Piliawsky, M. (2004). Drop-Out Prevention among Urban, African American Adolescents: Program Evaluation and Practical Implications. Preventing School Failure, 48(3), 17-22. Retrieved from ERIC database.
Azzam, A. (2007). Why Students Drop Out. Educational Leadership, 64(7), 91-93. Retrieved from ERIC database. Boutelle, M. (2010). Pooling Resources Reduces Number of Dropouts. Education Digest: Essential Readings Condensed for Quick Review, 75(5), 50-55. Retrieved from ERIC database.
American Federation of Teachers, W. (1999). Improving Low-Performing High Schools: Ideas & Promising Programs for High Schools. Retrieved from ERIC database. Georges, A. (1997). Effects of Access to Counseling and Family Background on At-Risk Students. Retrieved from ERIC database.
*Literature Review is a work in progress. Articles in bold are articles that I am currently reading and hoping to add to this review.*
While gathering data to access the need for this evaluation, I noticed criticism among Communities In Schools staff. Much of this critique was surrounding the allocation of resources placed in elementary through high school. The need for CIS is not particularly obvious at the elementary level; students are making the decision to drop out once they reach high school level (Somers & Piliawsky, 2004). However, Somers and Piliawsky findings point out that it is critical, especial among African American children, to intervene as early as possible (2004). Parents, school and the community need to form an interrelationship so the child will succeed in navigating between these three worlds.
By the end of the process, Communities In Schools of Charlotte will have a strategic plan of quarterly workshop and seminars to designed to engage more parents. Outcomes are the impacts on the served population. The outcome of this evaluation will be the increase in parental involvement and engagement. The staff will learn techniques to combat this crisis through literature reviews and trainings developed for this particular topic. Included in the logic model for most nonprofit programs are intermediate and long-term outcomes that demonstrate the effectiveness of the programming and show the progress made by participants toward the desired outcome. Finally, CIS will have the ability to utilize this evaluation as a tool to identify improvements and comparative data when examining other school districts.
Davis-Kean, P., & Sexton, H. (2009). Race Differences in Parental Influences on Child Achievement: Multiple Pathways to Success. Merrill-Palmer Quarterly: Journal of Developmental Psychology, 55(3), 285-318. Retrieved from ERIC database.
McLaughlin, J. & Jordan, G. (1999). Logic models: a tool for telling a program’s performance story. Evaluation and Program Planning, 22, 65-72. Retrieved from ERIC datatbase.
Somers, C., & Piliawsky, M. (2004). Drop-Out Prevention among Urban, African American Adolescents: Program Evaluation and Practical Implications. Preventing School Failure, 48(3), 17-22. Retrieved from ERIC database.
Azzam, A. (2007). Why Students Drop Out. Educational Leadership, 64(7), 91-93. Retrieved from ERIC database.
Boutelle, M. (2010). Pooling Resources Reduces Number of Dropouts. Education Digest: Essential Readings Condensed for Quick Review, 75(5), 50-55. Retrieved from ERIC database.
American Federation of Teachers, W. (1999). Improving Low-Performing High Schools: Ideas & Promising Programs for High Schools. Retrieved from ERIC database.
Georges, A. (1997). Effects of Access to Counseling and Family Background on At-Risk Students. Retrieved from ERIC database.
*Literature Review is a work in progress. Articles in bold are articles that I am currently reading and hoping to add to this review.*