EXPLORING SCHOOL–COMMUNITY PARTNERSHIPS AND SUPPLEMENTAL EDUCATION TO CREATE SCHOOLS THAT MAKE A DIFFERENCE

Abstract

The purpose of this study was to explore how school–community partnerships and supplemental education programs are implemented in a high-performing school to increase student learning. The following research questions guide my dissertation: How do teachers and school leaders perceive Achievers Academy partnerships and supplemental education programs contribute to the overall education of the school’s students? In what ways does Achievers Academy staff build partnerships and supplemental education activities in their school? This study employed a single case study methodology with a convergent mixed methods case study design to answer the research questions. Using the case study methodology provided a real-life context with a holistic approach and meaningful characteristics with the hope to inform other educational reforms to improve the student achievement of underserved students. This mixed methods approach and theoretical framing captured the complexity of the case and connected it with data. I also conducted a document review and semistructured interviews with key school leaders to thoroughly explore my research topic to provide a robust study. The interview protocol provides a detailed investigation of different facets of my research questions regarding standards, expectations, daily practices, community involvement, and collaborative practices and I was able to collect additional data and further explored the intricacies of my case school. I used the school improvement perception survey to capture the perspectives of school key stakeholders on school–community partnerships (Shannon and Bylsma, 2007), and the ASCD (Association for Supervision and Curriculum Development) School Improvement Tool to examine the school’s supplemental education programs as is relates to school improvement in my case school. Using these data, I examined school–community stakeholders’ perceptions and experiences around school–community partnerships and supplemental education. The school leadership team is part of the leadership structure of a school which often undertakes the crucial role of developing, overseeing, and evaluating the effectiveness and impact of the school’s action plan and has the responsibility for leading the strategic planning process while providing clear and achievable goals and targets. Finally, I analyzed the data collected to examine how school–community partnerships and supplemental education programs contribute to the improvement of minoritized students (e.g., Black, Latinx, and other minoritized students) and their overall community well-being.