A Case Study of Mary Jane Sims Elementary - Department of ...

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evident in Figure 10 is that more parents strongly agree or agree that their child’s school is a safe learning environment than in previous years. Average Response 5.0 4.5 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 I feel safe at my school. I feel safe on the school property. Student Reponse Figure 9. Student Climate Survey on Environment and Safety. Page 22 2005-2006 2006-2007 2007-2008
Percentage 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2005-2006 2006-2007 2007-2008 My child's school is a safe learning environment. Figure 10. Parent Climate Survey on Environment and Safety. Page 23 Strongly Agree Agree Although several teachers and parents stated that they felt students are safe while at Sims Elementary, some stakeholders raised concern about the safety and security issues raised by the community environment surrounding Sims. One community member noted that students tend to avoid walking along Springdale Road because of heavy traffic, and that s/he had witnessed students cutting through the cemetery in order to avoid prolonged exposure to unsafe conditions. This community member also mentioned the lack of speed bumps surrounding Sims Elementary. Some parents and teachers noted that the illegal activity that goes on around Sims affects the learning environment. One teacher stated, “We had three lockdowns, which is a lot.” Another teacher mentioned, “I’ve found pot on the playground this year, and all the 5-year-olds knew what it was.” A number of stakeholders also mentioned that the community environment’s impact on safety also presents itself after school hours. One staff member proclaimed, Drugs and prostitution come out. It’s too dangerous for the kids to come out. People at the bus stop, they’re not going anywhere, but they’re just hanging around. It’s a different atmosphere compared to during the day. We all feel like it’s really dangerous for kids to be around in the community any other time besides during the day. It’s pretty scary even for staff because of all that goes on. We don’t want any of our kids to get into any of that, and to protect them from any of that is to get them home.
Page 1 and 2: A Case Study of Mary Jane Sims Elem
Page 3 and 4: Contents Executive Summary ........
Page 5 and 6: Introduction Through the partnershi
Page 7 and 8: and community interviews and Sims s
Page 9 and 10: each theme we have provided our fin
Page 11 and 12: Another factor that could affect co
Page 13 and 14: egarding collaboration arose in the
Page 15 and 16: instruction and being dedicated, th
Page 17 and 18: therefore should also be cognizant
Page 19 and 20: the teacher handbook, which mention
Page 21 and 22: packages, Christmas bags, necklaces
Page 23: parents’ involvement falls into t
Page 27 and 28: arrier to learning” (p. 22). In o
Page 29 and 30: a reminder of their purpose in educ
Page 31 and 32: location” (Burkhauser, Bronte-Tin
Page 33 and 34: The U.S. Department of Education (a
Page 35 and 36: 2008 Principalship Cohort Members M
Page 37 and 38: Evans, L. (1997). Understanding tea
Page 39 and 40: Pomerantz, E. M., Moorman, E. A., &

A Case Study of Mary Jane Sims Elementary - Department of ...

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