The effect of community involvement through PENCIL partners on school climate and student achievement.

摘要

The purpose of this study was to examine the effect that community partnerships could have on school climate and, ultimately, student achievement. Specifically, community partnerships that were formed through the PENCIL (Public Education Needs Community Involvement and Leadership) Foundation in Nashville, Tennessee were researched to determine their influence on the schools they serve. This mixed methods research study used a purposeful sample of 33 elementary schools and conducted interviews with three case study schools from that sample. The quantitative portion of the study consisted of an examination of the relationship between school climate as measured by the TELL (Teaching, Empowering, Learning, and Leading) survey and student achievement as measured by the TCAP (Tennessee Comprehensive Assessment Program) data. It was found that the level of involvement of the community partner and the quality of the relationship between the community partner and the school were significant indicators of effective partnerships. The quantitative data revealed that the most significant predictor of student achievement from the TELL survey was the level that teachers felt supported by the parents of the students. The findings resulted in the development of a PENCIL Partnership Assessment Tool so that the PENCIL Foundation could use data to maintain quality partnerships and measure the effectiveness of the programs that partners implemented in schools. Further research is needed to determine other factors that affect school climate, student achievement, and community partnerships in schools in order to provide more precise data for the assessment of the partnerships.