Poster #74 - How School University Partnerships Can Improve Equitable Learning Opportunities for Underserved Children

• In Event: Poster Session 12

Abstract

Many children in urban school systems, particularly those of color or from low-income backgrounds are denied equitable learning opportunities (Anyon, 2014) which consequently effects their academic progress and success. In 2018, 81% of elementary students in Deidentified Public Schools (DPS) did not achieve grade-level scores on the state-wide language arts assessment.

This presentation focuses on one type of intervention, a school-university partnership, that was implemented between Fall 2019 and Spring 2022 within DPS to promote more equitable learning opportunities across students. We also include changes in the nature of the intervention associated with COVID-19.

The Literacy Fellows Volunteer (LFV) program is a school/university partnership whereby the type of assistance offered was developed through interactions, consultation, and deliberations between university and school personnel. Such partnerships have the potential to improve children’s academic and social-emotional educational experiences, provide teacher support, and enhance service-learning opportunities for college students. It builds from the literature on school/university partnerships and overlapping spheres of influence (Epstein, 2010). Given the emphasis on interpersonal relations, such interventions go beyond a focus solely on targeted academic performance by also providing children with important nonacademic social/emotional benefits.

We present descriptive information from a multiple case study documenting the LFV program. Undergraduate students assisted first and second grade teachers (see Table 1) with their language arts instruction two days a week, 1.5 hours a day, in two public schools serving primarily low-income Black and Brown children. As this was during COVID, instruction delivery went from in-person to online to hybrid to back to in-person.

Using qualitative data from interviews with 14 classroom teachers and 26 undergraduate volunteers, we asked: 1) What are the perceived benefits of the LFV for students, teachers, and undergraduate volunteers? 2) How did the program modify its practices to respond to new teaching realities resulting from COVID 19, and with what effects? In the proposed presentation, we highlight the successes and difficulties of implementing a school-university partnership program that centers equity and social justice. Due to space limitations, we focus mainly on the teachers. However, the remarks of volunteers were like those of teachers.

Tables 1 and 2 illustrate teachers’ responses to open-ended questions about how they used the LFVs and what they found most helpful in what the LFVs did. Teachers were mainly looking for hands-on assistance in the classroom from volunteers, which they received. Volunteers, despite not having much formal educational background (no education courses), were highly successful on the tasks teachers asked them to complete.

Teachers (and LFVs) were very pleased with the intervention. The children benefited in ways beyond traditional academics: LFVs were positive role models and children formed important social and emotional bonds with them. HOWEVER, the interpersonal relations were more difficult to form during COVID when instruction was virtual. How teachers trained LFVs also differed depending upon the mode of instruction. With in-person instruction, teachers relied upon informal training when LFVs arrived in the classroom. With virtual instruction, teachers emailed them ahead of time.

Authors

• Susan Sonnenschein, University of Maryland - Baltimore County
  Presenting Author

• Claudia Galindo, University of Maryland, College Park

• Amber Brock, University of Maryland Baltimore County

• Hilary Grace Lahoury, University of Maryland, Baltimore County