A Comparative Study on the Impact of a Full-Service Community School on Student Achievement

• In Event: Marriott Roundtable Session 40
  In Roundtable Session: Challenges and Opportunities Related to Community Schools and Promise Neighborhoods

Abstract

The academic performance of students, born between 1991 and 1996, who attended a full-service community school is compared with students who attended a traditional elementary school in the same district. Data about student performance was collected from high school permanent records. Analyses revealed the largest bivariate correlation coefficients, which were positive and significant, were among all of the academic achievement variables studied: SAT I factor scores (combination of the Reading, Writing and Math scores), cumulative GPA, whether the students took Advanced Placement examinations, students’ aspirations to attend a four-year college or university, and whether the student received a NYS Regents Diploma with Advanced Designation. Data analyses suggest that community schools positively impact students’ academic achievement.

Authors

• Diane W. Gomez, Manhattanville College

• JoAnne Ferrara, Manhattanville College

• Stephen J. Caldas, Manhattanville College