Hogue (2012) asserts that it is very important to foster school-community partnerships because they are known to have a positive influence to student and school’s success. Sanders (2012) supports this view as he observes that while community involvement is often associated to parental involvement, support from other community organizations is also helpful to student and school’s success. Given these observations, the succeeding discussion will be an articulation of the benefits brought about by sound school-community partnerships.
Hogue (2012) argues that when there is an existing partnership between the school and the community where it operates, the likelihood of success is relatively high. Furthermore, when the link is strong and sustainable, the academic achievement of students is positively affected. Wang and Boyd (2000) support this when they assert that it is imperative for the academic community to associate community involvement to the indicators of school success as the growth of accountability becomes inescapable. A study by Henderson and Mapp (2002) also found that a strong partnership between the school and the surrounding community has a positive impact to the student academic achievement. In addition, they found that students become more successful in school, pursue further education, and take schooling seriously but with enjoyment if there is collaboration between the school and the community.
In another study, Sheldon (2003) found that schools showed an increased number of students who perform on level or above when they were creating attempt to improve the relationship between the school, family, and the community. On the other hand, schools who did not try to improve the relationship showed contrary results. With this result, the study clearly shows that the effort to nurture partnership between the school, family, and the community is very important. This is, according to Sheldon (2003), mainly due to the barriers that students encounter at home hindering them to perform on level at school. When schools are devoted to establish a sustainable linkage with the family and the community, these barriers are therefore little by little remedied. And when the school is committed to work with the community, there will surely be an increased student success.
Bryan (2005) also found that when learning institutions work hand in hand with the community, learners receive extra support which then increases their level of academic achievement. Moreover, he argues that a strong tie between the school and community improve the economic status of low income families and bring students to a higher level of academic growth and achievement. Because of school-community partnerships, a strong network and a high level of trust are also established between the family and the community members. Through school-community partnerships, the relationship between the parents and the students is also strengthened brought about by new skills and increased level of self-confidence. As a result, students and their families also obtained increased knowledge about the operation of the community thus enabling them to function well in the society and actively participate and contribute as responsible citizens.
Positive changes in school are also found to be part of the effects of school-community partnerships. Henderson and Mapp (2002) listed five positive changes that school-community partnerships can bring to schools namely upgraded school facilities, improved school leadership and staffing, higher-quality learning programs for students, new resources and programs for students, and new funding for after-school programs and family supports. In addition to these contributions, Henderson and Mapp (2002) argue that when the community organizes and offer a support to schools, changes in policy, practice, and resources ensue.
Epstein and Sheldon (2002) found that effective school-community partnerships also positively affect student attendance and dropout rate. Their study showed that when schools create an effort to involve the community in improving the attendance of learners, the attendance rate increases and the dropout rate decreases. In particular, when students who regularly attend classes are rewarded the funds of which are provided by the school-community partnership, the attendance goal of the school is effectively achieved. Finally, Sanders (2003) found that apart from the educational benefits effective school-community partnerships bring, they also cause benefits for families and teachers which might include material or human resources like monetary compensation and volunteer workers. This implies that effective school-community partnerships yield mutual benefits to both parties involved.
Given these findings which support the view that school-community partnerships positively influence student performance and the success of learning institutions at large, there is more than enough justification for school administrators and the entire learning community to strengthen such partnerships.
References
Bryan, J. (2005). Fostering educational resilience and achievement in urban schools through school-family-community partnerships.Professional School Counseling, 219-227.
Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement.The Journal of Educational Research,95(5), 308-318.
Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis 2002.National Center for Family and Community Connections with Schools.
Hogue, M. L. (2012).A case study of perspectives on building school and community partnerships. University of South Florida.
Sanders, M. G. (2003). Community involvement in schools from concept to practice.Education and Urban Society,35(2), 161-180.
Sanders, M. G. (2012). Achieving Scale at the District Level A Longitudinal Multiple Case Study of a Partnership Reform.Educational Administration Quarterly,48(1), 154-186.
Sheldon, S. B. (2003). Linking school–family–community partnerships in urban elementary schools to student achievement on state tests.The Urban Review,35(2), 149-165.
Wang, M. C., & Boyd, W. L. (2000).Improving results for children and families: Linking collaborative services with school reform efforts. IAP.
By: Mary Jane V. Acuña
