Abstract

The purpose of this causal-comparative study was to identify the impact of the Community Partnership Schools™ (CPS) model of community schools in the areas of social self-efficacy, academic self-efficacy, emotional self-efficacy, and civic engagement beyond the point of enrollment in the school. To answer the research questions, the researcher compared the responses of 96 high school students that had previously been enrolled in a CPS with the responses of 402 students from racially and socioeconomically similar schools that were not CPS, using the Self-Efficacy Questionnaire for Children (SEQ-C) and the Civic Engagement Scale (CES). Results showed a significant positive correlation between previous enrollment in the CPS and social self-efficacy, academic self-efficacy, emotional self-efficacy, and civic engagement. Results revealed that academic self-efficacy and social self-efficacy demonstrated the most reliable positive correlation. Emotional self-efficacy and civic engagement maintained a positive correlation with prior CPS enrollment, but with less reliability. From the educational leadership perspective, this study emphasizes the extensive and lasting impact of the CPS model on students and contributes to the discourse surrounding school and community empowerment.

Notes

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Graduation Date

2021

Semester

Fall

Advisor

Bartee, RoSusan

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Format

application/pdf

Identifier

CFE0008868

Language

English

Release Date

December 2021

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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