The International Observatory on Academic Achievement - Documentary search

File number :
CS-CEFC-33e

Bibliographic reference :
Deslandes, R. (2007). L’école communautaire et la place des parents. Diversité Ville-École-Intégration, 150, 153-158.

Abstract :

The school alone cannot meet all the needs of students and their academic achievement requirements. Hence, opening its doors to the entire community is to its advantage.

What is the community school?
The community school is defined as “a place where a variety of partnerships are forged between the school and other community resources with a view to improve student learning, strengthen families and enhance community vitality.” Therefore, the school is an open place catering for not only students, but also their parents and other members of the community on an ongoing basis (before, during and after school, seven days a week and throughout the year).

To this end, the school may form associations with health and social services agencies, family support groups, recreational services, businesses, municipal associations, etc. For instance, community schools may offer school and extracurricular activities, early reading and writing programmes, family support services, daycare services, employment assistance services, and so on. These services may also be offered in other kinds of schools. However, when offered by a community school, they are part of an inclusive service aimed at meeting the needs of both students and the community.

Benefits of the Community School
Assessments showed that community schools reduce the risk of absenteeism and improve student learning, in addition to encouraging family involvement in school. These schools are also beneficial to other schools (e.g., better functioning) and communities (e.g., enhanced vitality). Results vary in terms of the number and kind of services offered, how long they have been set up and the level of student participation.

Community schools may be particularly beneficial to students with difficulties and students from underprivileged areas even more so now, given that schools in these areas tend to move away from families and the community because of increasing ethnic diversity, among other reasons.

School Community Models
In Quebec, three main community school models were identified: (1) l’école partagée (the shared school), which involves shared assets and rooms; (2) l’école élargie ou école ouverte à la communauté (the extended school or community-oriented school), which involves complementary services; and (3) l’école ancrée dans sa communauté (the community-based school), who is party to community action. Unquestionably, the most documented example of this third model in rural areas is the Écoles éloignées en réseau project (see abstract CS-CSFC-15 for more information). In an urban area, the Marie-de-l’Incarnation community school project in the region of Montréal is an excellent example of efforts supported by a detailed action plan likely to serve as a model to other schools.

In the United States, a host of community school models were introduced, each meeting specific needs. In underprivileged urban areas, a number of models with different kinds of cooperative approaches were identified, including: (1) full-service schools (service model), (2) development schools and (3) organizing model schools.

Parental Role
Although a large number of research results have confirmed the positive influence of parental involvement in student academic achievement, their involvement is still insufficient especially in underprivileged urban areas.

To encourage parental involvement, positive relationships must first be established. Based on willingness to work together, the relational approach thus becomes an avenue worth exploring. The approach does not exclude the potential for conflict, but stakeholders know that they are involved in a cooperative process in which they are likely to devise solutions together.

The vast majority of schools set up programmes that encourage parental involvement; however, the goal of most programmes is to “encourage parents to become individually involved in activities determined, for the most part, by educators.” Since reciprocity between parents and educators needs to be enhanced, the relational approach is an avenue worth exploring.

Links :
This journal is available in electronic format in part on this Website:
http://www.cndp.fr/accueil.htm.

Key Words :
Community School, Partnership, Parental Role, Underprivileged Areas, Urban Area, Absenteeism, Learning Improvement, Parental Involvement, School Functioning, Community Vitality, Relational Approach, Newsletter10

Monitored Countries :
Canada, United States