Mastro Elizabeth, Jalloh Mary Grenz, Watson Felicia
New York State Center for School Safety, New Paltz, NY 12561, USA.
J Public Health Manag Pract. 2006 Nov;Suppl:S60-4. doi: 10.1097/00124784-200611001-00012.
With the implementation of the federal "No Child Left Behind" Education Act, schools in America are under increased pressure to demonstrate academic success through higher test scores. Academic leaders are increasingly recognizing that the issues that students confront are not unique to the school setting but are issues of the larger community. Stronger links need to be forged between those working with our youth in schools and those providing needed services in the community. The following case study describes "Come On Back," an after-school program in Utica, New York, that targets students who are most at risk for dropping out of school and experiencing academic failure. The students were involved both as participants and planners for Come On Back activities. This collaboration applied youth development principles to improve young people's connection to school. Come On Back provides an example of how youth development partnerships between schools and communities can also be used to improve academic performance.
随着联邦《不让一个孩子掉队》教育法案的实施，美国学校面临着越来越大的压力，需要通过更高的考试成绩来证明学业上的成功。学术领袖们越来越认识到，学生面临的问题并非学校环境所独有，而是更大社区的问题。需要在学校中与青少年打交道的人员和社区中提供所需服务的人员之间建立更紧密的联系。以下案例研究描述了纽约尤蒂卡的一个课后项目“回来吧”，该项目针对那些最有可能辍学和学业失败的学生。学生们既是“回来吧”活动的参与者，也是策划者。这种合作应用了青少年发展原则，以改善年轻人与学校的联系。“回来吧”提供了一个例子，说明学校与社区之间的青少年发展伙伴关系如何也可用于提高学业成绩。
