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Citation:

LaPoint, V., & Jackson, H. L. (2004). Evaluating the co-construction of the family, school, and community partnership program in a low-income urban high school. New Directions for Evaluation, 101(Spring), 25-36.

Annotation:
The purpose of this study is to evaluate the Family, School, and Community Partnership Program (FSCPP), a program aimed at providing academic support for African American students in a low-income urban high school. Results indicated that the FSCPP increased the involvement of students, teachers, staff, and family members in the students' education. In addition, pretest, posttest, and qualitative data indicated attitudes towards involvement and knowledge of methods in which to become involved were also improved through FSCPP. These improvements were facilitated through 1) matching the demographics of the student participants to those of the evaluators, 2) building relationships in order to minimize insider-outsider status, and 3) collaboration between program developers and program evaluators. These data were obtained from secondary schools in the Talent Development Secondary Education School Project (TDSSP) at Howard University's Center for Research on the Education of Students Placed At Risk (CRESPAR). The schools were evaluated according to the CRESPAR Talent Development Model, the National Network of Partnership Schools, and Participatory Action Research. This study suggests that school involvement may be improved through the strategies utilized by FSCPP. However, future studies including randomized controlled trials would establish specific intervention strategies as effective.