This report, by Rachel E. Durham and Faith Connolly, examined the characteristics of students Community Schools serve, parent engagement, school climate, and student attendance outcomes, as compared to non-Community Schools. In addition, the report examines attendance and PARCC outcomes among students participating in the Community Schools’ Out-of-School-Time Programs (OST). Key Findings from the report include: […]
Tag: "chronic absence"
This brief examines kindergarten readiness and attendance in kindergarten for children enrolled in publicly provided early education programs as well as similar children who entered kindergarten without enrolling in these programs. Researchers found that children who do not participate in publicly funded early education programs are less likely to be kindergarten ready and miss more school. Conversely, children […]
In partnership with the Mayor of Baltimore City and Baltimore City Public Schools (City Schools), Family League of Baltimore (Family League) launched the Community & School Engagement Strategy in school year 2012-13. The major finding is that community schools that had been implementing community school practices for five or more years had statistically significant higher […]
Early Elementary Performance and Attendance in Baltimore City Schools’ Pre-Kindergarten and Kindergarten
By: Faith Connolly and Linda S. Olson Early Elementary Performance and Attendance in Baltimore City Schools’ Pre-Kindergarten and Kindergarten looks at attendance in the early grades of elementary school. In particular, we focus on Pre-Kindergarten (PreK) and Kindergarten (K) and follow these young students over time, examining their pattern of chronic absence (CA) in PreK and […]
Destination Graduation: Sixth Grade Early Warning Indicators for Baltimore City Schools: Their Prevalence and Impact
Destination Graduation: Sixth Grade Early Warning Indicators for Baltimore City Schools: Their Prevalence and Impact examines the 2000-01 cohort of sixth grade students from Baltimore City Schools to determine whether there were indicators that predicted eventual dropout with a reasonable level of certainty and identified enough students to justify intervention efforts. The indicators include chronic absence […]