Comprises three sections: emerging models for connecting community services reform; the impact of school- and community-based interventions and children's learning and development; and state and federal policies for building partnerships to improve outcomes for children and families.
Margaret C. Wang is Distinguished Professor of Educational Psychology at Temple University and the founder and current director of Temple University Center for Research in Human Development and Education. Dr. Wang also serves as Director of the Mid-Atlantic Regional Educational Laboratory for Student Success and the National Center on Education in the Inner Cities, both funded by the Office of Educational Research and Improvement (OERI) of the U.S. Department of Education. Dr. Wang has published 15 books and more than 100 articles. She is the senior editor of the four-volume Handbook for Special Education: Research and Practice. Other publications include Adaptive Education Strategies: Building on Diversity, Rethinking Policy for At-Risk Students, and Social and Emotional Adjustment and Family Relations in Ethnic Minority Families. In addition to her research, Dr. Wang has developed an extensive network of collaborating schools across the country, including schools in such urban centers as Houston, Los Angeles, Washington, DC, and Philadelphia.
About the Authors
Martin J. Blank is the Director for Community Collaboration at the Institute for Educational Leadership in Washington, DC. He also serves as the staff director for the Coalition for Community Schools and the Managing Partner of the Together We Can Initiative.
Andrea Brown is a doctoral student at the University of Illinois at Chicago. Her research interests include identity formation in African-American children, rites of passage programs, and non-traditional educational settings.
Richard F. Elmore is Professor of Education at Harvard University and a Senior Research Fellow with the Consortium for Policy Research in Education, funded by OERI. He is currently co-director of a CPRE research project on school accountability. He is also co-principal investigator of a multi-year study of instructional improvement and professional development in Community District #2, New York City, funded by OERI through the Learning Research and Development Center at the University of Pittsburgh.
Cheri Fancsali is the deputy director of the Academy for Educational Development’s evaluation of the New Jersey School-Based Youth Services Program.
Shelly Hara is a Public Health Advisor at the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services. She was formerly a Senior Project Associate at the Council of Chief State School Officers, conducting policy analysis and research and providing technical assistance on interagency, collaborative efforts to support children and families.
Meredith Honig is a doctoral candidate in administration and policy analysis at the Stanford University School of Education. She served for several years as Research and Policy Consultant for school–community partnerships at the California Department of Education and Healthy Start Field Office.
Jeanne Jehl is an independent consultant based in San Diego, where she works with initiatives at the local, state, and federal levels to improve outcomes for children and families. She has served as Executive Director of the Working Group on Comprehensive Services at the U. S. Department of Education, and as a Senior Associate at the Institute for Educational Leadership.
Joseph Kahne is an Associate Professor at Mills College where he directs the doctoral program in educational leadership and the Institute for Civic Leadership. His work focuses on ways schools and youth organizations can support academic, social, and civic development.
JoAnn Manning is a Research Associate and Associate Director of the Mid-Atlantic Regional Educational Laboratory for Student Success at Temple University Center for Research in Human Development and Education. Her career spans over 30 years and includes service as a teacher, director of special education, principal, central office administrator in the Philadelphia School District, and Superintendent i
