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"The children who are the farthest behind make the
greatest gains in schools with extensive family involvement
programs."
Cochran and Henderson,
1986 |
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Our Publications
| Life without Lockdown: Do Peaceful Schools Require High-Profile Policing?
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By: Chase Madar, John M. Beam, and Deinya Phenix [2008]
Despite the prevalence of zero tolerance discipline policies, some schools in New York City have succeeded in improving safety and discipline without punitive measures.
 Download file (annenberginstitute_org_vue_spring08_beam_php.pdf - 697.22Kb) |
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Life without Lockdown: Do Peaceful Schools Require High-Profile Policing?
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By: Chase Madar, John M. Beam, and Deinya Phenix [2008]
Despite the prevalence of zero tolerance discipline policies, some schools in New York City have succeeded in improving safety and discipline without punitive measures.
Download file (annenberginstitute_org_vue_spring08_beam_php.pdf - 697.22Kb)
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SUMMARY OF NCSC STRAW POLL ON
CELL PHONES, SEARCHES, AND METAL SCANNERS
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By: National Center for Schools & Communities [2006]
Last spring, the New York City Department of Education announced that cell phones -- previously banned on paper but informally permitted in many schools, particularly more middle class schools, would now be confiscated as would other electronic items such as iPods. Parents, their various organizations, and some youth groups responded energetically. The high volume of largely uncoordinated activities – including ours – presented interested parties with multiple venues to express their opinions and advocate for their positions. Even though we did not receive a level of participation in our straw poll that we would consider a critical mass, this briefing is to provide those who did participate in the straw poll with some feedback on the results.
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Policing as Education Policy
A briefing on the initial impact of the Impact Schools program |
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By: National Center for Schools and Communities [2006]
This briefing summarizes key findings of a longer research paper analyzing the relationships among school attendance and other student behaviors, variable factors in school environments, and the initial implementation of the New York City Department of Education (DOE) Impact Schools program (Balmer, 2006). The Impact Schools program dramatically increases the police presence in selected, usually overcrowded schools.
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When the schoolhouse feels like a jailhouse
Relationships between attendance, school environment, and violence in New York City public schools |
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By: Sharon Balmer [2006]
This quasi-experimental study was conducted to examine whether the implementation of a punitive discipline policy, known as the Impact Schools intervention, in ten New York City high schools was successful in increasing attendance rate.
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THE VIRTUAL Y AFTER-SCHOOL PROGRAM: A RAY OF SUNSHINE FOR URBAN PUBLIC ELEMENTARY SCHOOL CHILDREN
A summary of seven years of program evaluation |
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By: Gillian Eddins [2005]
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26 CONVERSATIONS ABOUT ORGANIZING SCHOOL REFORM AND NO CHILD LEFT BEHIND
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By: John Beam, Leigh Dingerson, Chris Brown [2004]
Investigators from NCSC, Center for Community Change, and the Cross City Campaign for Urban School Reform engage organizers in a round robin exploration of the impact No Child Left Behind is having on education justice work in 14 cities around the country.
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CONNECTING FAMILIES TO SCHOOLS: WHY PARENTS AND COMMUNITY ENGAGEMENT IMPROVES SCHOOL AND STUDENT PERFORMANCE
Why Parents and Communities Matter for Public School Improvement |
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By: Erik T. Bennett, MSW [2004]
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FAMILY INVOLVEMENT & SCHOOL PERFORMANCE IN THE CHINATOWN YMCA 21ST CENTURY COMMUNITY LEARNING CENTER
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By: Erik T. Bennett [2004]
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FIRST, DO NO HARM
A Response To the New York City Third Grade Retention Policy |
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By: Institute for Education and Social Policy, National Center for Schools and Communities [2004]
A Response to the Recently Adopted New York City Third Grade Retention Policy
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VIRTUAL Y: 2003-2004 PROGRAM IMPLEMENTATION REPORT
Submitted to the YMCA of Greater New York |
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By: Gillian Eddins, M.S.W. [2004]
Download file (Rpt_VirtualY_Implementation_03-04.pdf - 1152.81Kb)
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