Gwyn Stetler
325 Stillman
Ohio State University
1947 College
Columbus, Ohio 43210
fax: 614-488-0695
phone: 614-619-5553
e-mail: stetler.12@osu.edu

Purpose: Collaborative partnerships are increasingly viewed as tools to reduce non-academic barriers to learning. Concerted efforts from schools, the business sector, parents/guardians, faith-based organizations, youth development organizations, and others are essential. This study explores the status of partnerships in schools, as well as assesses the needs for expanded relationships and systems designs. In particular, it examines strategic partnerships between youth development organizations and schools in attempt to draw lessons learned about facilitating additional supports for youth and families.

Methods: There are two components to this study. Ninety school professionals completed questionnaires assessing the status of current partnerships existing within their schools, as well as the need for the development of further relationships. To follow, 389 teachers from 18 different urban elementary and middle schools that had partnerships with local youth development programs completed questionnaires assessing the degree to which key strategies underlying effective partnerships were in place within their schools and communities.

Results:  Results suggest that strong partnerships exist between schools and a variety of different agencies. Data collected, however, point to the need for the development of stronger partnerships with youth development organizations, the business sector, and parents/residents. In addition, teachers provided insights related to key design strategies needed to strengthen the connections between the day school and the out-of-school time. They noted the need for more strategic referral systems, communication networks, the sharing of resources and curriculum materials, and further relationship building.

Implications: Findings indicate that partnerships among schools and other key organizations, particularly youth development organizations, are perceived as critical to addressing students’ non-academic barriers to learning. New strategies that foster communication, coordination, and the seamless delivery of services for youth and families will be discussed. New roles for school social workers and other community practitioners are identified.