A Parent, Community, Public Schools, and University Involved Partnership Education Program to Examine and Boost Academic Achievement and Adaptive Functioning Skills of African-American Students.

Tucker, Carolyn M.; And Others

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ505832

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-426X

EISSN: N/A

A Parent, Community, Public Schools, and University Involved Partnership Education Program to Examine and Boost Academic Achievement and Adaptive Functioning Skills of African-American Students.

Tucker, Carolyn M.; And Others

Journal of Research and Development in Education, v28 n3 p174-85 Spr 1995

Reports the effects of an after school tutoring and academic skills training partnership education program on low-achieving, black students' math and reading achievements. Student and parent behavior and academic achievement were assessed. School-reported defiance and parent-perceived adaptive skills significantly predicted grade point average. Participation in the programs showed significant benefits. (SM)

Descriptors: Academic Achievement, Achievement Gains, After School Education, Black Students, College School Cooperation, Elementary School Students, Elementary Secondary Education, Higher Education, Low Income Groups, Mathematics Achievement, Parent Participation, Partnerships in Education, Public Schools, Reading Achievement, Secondary School Students, Student Behavior, Supplementary Education, Tutoring

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Florida

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/74027

IES Cited: ED505962