The Yale School Development Program: Process, Outcomes, and Policy Implications

The plight of urban education in America continues to evoke considerable concern among many educators, policymakers, and average citizens. Urban schools whose populations are disproportionately minority continue to experience high rates of failure despite the many school improvement efforts of the p...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 1993-07, Vol.28 (2), p.166-199
Main Authors: Haynes, Norris M., Comer, James P.
Format: Article
Language:English
Subjects:
Child Development
Development Programs
Educational Change
Educational Improvement
Educational Policy
Educational Reform
Educational Systems
Elementary Secondary Education
Guidelines
Linking Agents
Minority Groups
Outcomes of Education
Parent Participation
Policy Implications
Process Models
Program Effectiveness
Public Schools
School Administration
School Development Program
School Restructuring
Urban Schools
Yale Child Study Center CT
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Summary:The plight of urban education in America continues to evoke considerable concern among many educators, policymakers, and average citizens. Urban schools whose populations are disproportionately minority continue to experience high rates of failure despite the many school improvement efforts of the past three decades. The most effective strategies are those that address the socioemotional and psycho-educational needs of children. The linkage between school programs and communities, including families must be strengthened The School Development Program of the Yale Child Study Center has been successful in improving urban schools because of its emphasis on systemic change, child development, and parent involvement.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085993028002004