With more than half of all higher education institutions in the United States located in or near urban areas, higher education institutions are particularly vulnerable to challenges faced today by cities, such as underperforming public schools, poverty, crime, economic disinvestment and residential abandonment in areas that surround their campuses (Feld, 1998; Initiative for a Competitive Inner City and CEOs for Cites, 2002). This study focuses on the partnership of the School District of Philadelphia, the Philadelphia Federation of Teachers and the University of Pennsylvania that was formed in 1998 to create a university-assisted public school for the purpose of demonstrating exemplary urban schools as a component of community renewal. A case study of the partnership from 1996 to 2014 with particular focus on understanding the partnership’s success and its factors is presented. Partnership success was defined in three ways: accomplishments of the school, which included the academic and developmental achievement of students, teacher achievement and building design; neighborhood stabilization; and quality of the relationship of the partners. Partnership success was brought about by four factors: student centered goals, trust and respect, open and effective communication, and clearly defined roles and responsibilities aligned to goals. This study informs the field of school-university partnerships by providing a case study of the first university-assisted school model. To educators and policy makers, this research contributes a case study of a university-school partnership that has given rise to a highly successful public school for children in Philadelphia, Pennsylvania.
|Commitee:||Fisher, Jami N., Streim, Nancy W.|
|School:||University of Pennsylvania|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Education, Higher education|
|Keywords:||Community renewal, School reform, School-university partnerships|
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