The purpose of this capstone project is to tell the story of one school in the turn-around process. During a focused three year process effective teachers, up-to-date technology, sufficient materials and resources, and safe and orderly facilities were found to be insufficient in addressing student achievement. Factors beyond the schoolhouse were identified as having an overwhelming influence on how well the children performed inside the classrooms. Through the use of a focus group interview, support staff personnel identified those external factors that were impacting student performance at Deer Park Academy. Parents, teacher training and efficacy, mental and physical health issues, student behaviors, community support, and attendance were the outcome data of the focus group. Additional issues of substance abuse, the limited nature of before and after school care opportunities, and incarceration were identified as impacting student performance in the school. A key group of individuals from across the community joined together in order to assess the needs of Deer Park and thus develop a shared vision for systemic change in the way the community would support the students and their families. A comprehensive data-driven system of identifying the highest need students to support agencies was developed with county and private providers working in tandem to address those issues that were hindering students from achieving academic success. A common governing and accountability system was developed with the school being the main driver of the process.
|Advisor:||Watkins, Rick, Compton, Cynthia|
|Commitee:||Clark, Ann B.|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 73/09(E), Dissertation Abstracts International|
|Keywords:||Community school, Ethnography, Systems of care, Urban education, Wrap-around services|
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