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.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Executive Track
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Lowe, Brandon, "The Impact of the Community Partnership School Model on Student Self-Efficacy and Civic Engagement" (2021). Electronic Theses and Dissertations, 2020-. 897.