"A journey through ""the village"": lessons learned from the full-service community school model at Legacy High School"

Anderson, Chanee

Permalink

https://hdl.handle.net/2142/92886 Copy

Description

Title

"A journey through ""the village"": lessons learned from the full-service community school model at Legacy High School"

Author(s)

Anderson, Chanee

Issue Date

2016-05-13

Director of Research (if dissertation) or Advisor (if thesis)

Dixson, Adrienne D.

Doctoral Committee Chair(s)

Trent, William T.

Committee Member(s)

• Higgins, Christopher R.
• Welton, Anjalé D.
• Lowe, Aisha N

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educational Policy Studies

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• full-service community schools
• full-service
• community schools, wraparound supports

Abstract

There are many education reform models intended to close the achievement gap between different groups of students (i.e., students from different racial and ethnic backgrounds, students of differing household income levels, students who live in rural versus metropolitan regions, etc.). Although not common practice, some education reformers have shifted toward designing models that make targeted efforts to recognize and combat the fact that educational realities and opportunities of students are differential based on a student's (and their family's) level of access to economic wealth and social capital. The full-service community school model is one education reform model that recognizes the urgent need to address health, social, cultural, and ecological necessities of students and their communities, which, if unaddressed, can impede students' learning and development and overall quality of life. Furthermore, this school model provides its students and the surrounding community with wraparound services, formed through partnerships between the school and community organizations, that are in place to mitigate the resource deficits that often plague high-need communities. Through a 9-month ethnographic intrinsic case study, this research engaged the Legacy High School community in order to gain insight into how their school's full-service community school model is apparent in various aspects of students' lives, as well as the day-to-day organizational structure of the school. Although the full-service community school model is becoming an increasingly widely used school model, the research and published literature on this topic is limited and concentrated among a small collection of scholars. The primary purposes of this study are to understand the impacts of the full-service community school model through exploring its implementation at Legacy High School and contribute to the literature on this particular school model.

Graduation Semester

2016-08

Type of Resource

text

Permalink

http://hdl.handle.net/2142/92886

Copyright and License Information

Copyright 2016 Chanee Anderson

Owning Collections