The following chart (Improved Outcomes Project, 1994a, Fig. D-3) summarizes some of the community conditions, services, and supports necessary to improve the rate of children succeeding in elementary school:

Components:

• Higher rates of children achieving academic mastery

• Higher rates of attendance

• Lower rates of truancy and drop-out

• Lower rates of children suspended

• Lower rates of children retained in grade

Community Conditions:

• Safe and supportive neighborhoods, decent housing

• Informal supports for families and children through churches, youth service organizations, neighbors, parks, recreation; community settings that support families in their child-rearing efforts, and that support children's school success

• Lower rates of children in poverty

• School climate and activities to encourage, support, and sustain involvement of parents in the life of the school, in their children's schooling, and in maintaining community norms to promote school achievement

Services and Supports:

• High-quality child health care, including preventive services, immunizations, health education, anticipatory guidance, screening, diagnosis, and follow-up; care of acute illness, accidents, chronic illness and disability*

• High-quality care for children before and after school*

• Nutrition assistance (through school breakfast and lunch programs, Food Stamps)*

• Parent support services, including parent education; adult literacy programs; job training, placement, and support; assistance in meeting needs for housing, food, income; drop-in centers; substance abuse treatment and rehabilitation as needed; support to enhance parent capacity to undertake activities at home supportive of school success*

• Capacity of front-line professionals (including health professionals, school personnel, and staff of youth service agencies) to recognize and obtain prompt assessment and consultations on aberrant development milestones, 'invisible disabilities,' and early warning signs of health, mental health, learning, emotional, behavioral, and family problems*

• Continuum of child welfare and mental health services, including child protection and family preservation services, coordinated with other community agencies; consultation for families and school personnel regarding children's and family problems*

• community capacity to promptly and reliably assess and respond to acute and chronic physical, emotional, behavioral, cognitive problems that interfere with learning; consultation, feedback and support for teachers and families; treatment and support for children and families as needed*

• Community capacity to facilitate collaboration and communication among families, schools, and--within the bounds of protecting confidentiality and respect for privacy--with health, mental health, child protection, developmental disability, and other professional to help families and professionals in their efforts to support students*"

References