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Abstract
As community schools spread across the country, community school staff need effective approaches to engaging families and community-based partners. Such principles must be broadly applicable, given community schools’ mandate to adapt to different local contexts. Based on recent research on Baltimore City’s community schools, the authors highlight the approaches shared by community school coordinators in schools that have demonstrated comparatively high student attendance and positive school climate.
References
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Durham, R.E., Connolly, F. (2017). Strategies for student attendance and school climate in Baltimore’s community schools. Baltimore, MD: Baltimore Education Research Consortium. Google Scholar | |
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Durham, R.E., Connolly, F. (2016). Baltimore community schools: Promise and progress. Baltimore, MD: Baltimore Education Research Consortium. Google Scholar | |
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Olson, L. (2014). A first look at community schools in Baltimore. Baltimore, MD: Baltimore Education Research Consortium. Google Scholar |
