Differentiated effects of community schooling on cognitive and social-emotional learning outcomes

Marieke Heers*, Joris Ghysels, Wim Groot, Henriette Maassen van den Brink

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

3 Citations (Web of Science)

Abstract

Community schools are becoming increasingly popular. They aim to enhance children’s educational performance by offering extended educational and social services. As community schools mainly focus on disadvantaged children, this study evaluates the effects of community schooling on the educational outcomes of these pupils. We focus on care pupils and pupils whose parents have a low educational attainment. We hypothesize that community schools are particularly beneficial to care pupils, namely, pupils with additional educational needs, and for pupils with parents with lower levels of educational attainment. Our analyses show that both pupil groups benefit in terms of reduced underachievement. The duration of community school attendance as such does not affect cognitive outcomes, but it proves beneficial to the educational achievement of both groups when the community school subsidy is taken into account as well. We show that different community school activities have partly contrary effects on care pupils and non-care pupils.
Original languageEnglish
Pages (from-to)354-381
JournalSchool Effectiveness and School Improvement
Volume26
Issue number3
DOIs
Publication statusPublished - 3 Jul 2015

Keywords

  • social-emotional outcomes
  • disadvantaged children
  • cognitive outcomes
  • educational progress
  • community school effectiveness

Cite this