Differentiated Effects of Community Schooling on Cognitive and Social-Emotional Learning Outcomes

Autor/inn/en	Heers, Marieke; Ghysels, Joris; Groot, Wim; van den Brink, Henriëtte Maassen
Titel	Differentiated Effects of Community Schooling on Cognitive and Social-Emotional Learning Outcomes
Quelle	In: School Effectiveness and School Improvement, 26 (2015) 3, S.354-381 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2014.975138
Schlagwörter	Community Schools; School Effectiveness; Outcomes of Education; Disadvantaged Youth; Parent Background; Educational Attainment; Academic Achievement; Underachievement; Cognitive Development; Social Development; Emotional Development; Foreign Countries; Elementary School Students; Secondary School Students; Netherlands + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Schuleffizienz; Lernleistung; Schulerfolg; Benachteiligter Jugendlicher; Elternhaus; Bildungsabschluss; Bildungsgut; Schulleistung; Performance deficiency; Leistungsschwäche; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; Ausland; Sekundarschüler; Niederlande
Abstract	Community schools are becoming increasingly popular. They aim to enhance children's educational performance by offering extended educational and social services. As community schools mainly focus on disadvantaged children, this study evaluates the effects of community schooling on the educational outcomes of these pupils. We focus on care pupils and pupils whose parents have a low educational attainment. We hypothesize that community schools are particularly beneficial to care pupils, namely, pupils with additional educational needs, and for pupils with parents with lower levels of educational attainment. Our analyses show that both pupil groups benefit in terms of reduced underachievement. The duration of community school attendance as such does not affect cognitive outcomes, but it proves beneficial to the educational achievement of both groups when the community school subsidy is taken into account as well. We show that different community school activities have partly contrary effects on care pupils and non-care pupils. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01