Expanded, culturally enriched learning opportunities

Community Schools Key Practice 3 (Defined): Expanded, Culturally Enriched Learning Opportunities

Introduction

Expanded and culturally enriched learning opportunities form an essential component of the community schools’ approach, which seeks to engage students, families, and the community in meaningful learning opportunities. Expanded learning opportunities are built on Key Practice 1 by providing students with hands-on, relevant, and culturally meaningful learning opportunities that help students develop a sense of ownership and motivation towards learning. Expanded learning opportunities also align with Key Practice 5 in promoting a culture of belonging, safety, and care through learning environments and relationships that help students feel a sense of belonging and security, and it aligns with Key Practice 6 in providing students with learning opportunities in collaboration with students, families, and schools.

Expanded learning opportunities expand learning opportunities to include those that are culturally relevant, creative, and holistic in nature, seeking to address inequalities that may otherwise be experienced by students in underserved communities. Expanded learning opportunities include after-school learning opportunities, weekend learning opportunities, summer learning opportunities, and experiential learning opportunities, which help students achieve academically, socially, and emotionally, and prepare them for a holistic life.

Theoretical Foundations

Key Practice 3, expanded, culturally enriched learning opportunities (ECELO), is based on several established education theories that prove the need for expanded, culturally enriched learning time for student success and whole child development. ECELO is designed to promote comprehensive student development, including academic, social- emotional, and cultural growth.

Research has consistently shown that students benefit by having expanded learning opportunities outside of the traditional school day in a safe, engaging, and culturally enriched environment connected to the community. Expanded learning opportunities help close long-standing opportunity gaps by providing enriched, supportive, and resource-rich experiences for students, many of whom, particularly underserved students, lack such opportunities elsewhere. ECELO provides students with the opportunity to explore their own interests, develop their identities, deepen their understanding of academic content, and engage in hands-on, community-connected learning that boosts their confidence and motivation to succeed. ECELO programs achieve this through a series of evidence-based elements that ensure the program is enriched, equitable, and aligned with the Community School approach. Collectively, these elements form the ECELO model, which is based on established education theory and research, as well as the Community School Key Practices.

Culturally Enriched, Relevant Learning Experiences

Learning activities and content are infused with students’ cultural identities, languages, history, and communities. Research has consistently shown that culturally enriched, relevant learning experiences are associated with students’ academic, social-emotional, and identity development by recognizing and valuing their cultural identities, languages, histories, and experiences. Gay’s foundational research on culturally responsive teaching illustrates the significance of learning activities and content being infused with students’ cultural identities, languages, histories, and communities, as it becomes more meaningful and cognitively accessible to students through their cultural frames of reference.

Strategies and best practices

High Tech High School, San Diego, CA: High Tech High is known for its project-based approach, often incorporating real-world issues and perspectives in student projects.

Safe, Supportive, and Inclusive Environments

Programs develop environments in which students feel physically safe, emotionally supported, and connected to caring for adults and peers. Research has shown extensively that safe, supportive, and inclusive learning environments are the foundation of student success, emotional well-being, and deeper learning. According to positive school climate literature, “when students report feeling physically safe, emotionally supported, and respected for who they are, they report higher motivation, better attendance, stronger relationships, and higher academic achievement” (Thapa et al., 2013).

Strategies and best practices

E.E. Norman Elementary School (San Diego, CA): Recognized for successful implementation of culturally responsive practices at the elementary level, creating a sense of belonging and academic success. Hands-on, Experiential, and Deeper Learning Practices Students participate in project-based learning, real-world problem-solving, arts, STEM, and outdoor learning, among other active learning experiences. Project-based learning research has shown that real-world, community-connected project-based learning enhances engagement and helps develop transferable skills such as communication, critical thinking, and creativity (Barron & Darling-Hammond, 2008). These practices are essential for transforming educational experiences into more dynamic, relevant, and impactful learning environments. They help students connect what they learn in textbooks to practical scenarios, prepare them for the professional world, build confidence, enhance motivation, and improve overall academic performance.

Strategies and best practices

Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. Edutopia/George Lucas Educational Foundation explores best practices in-depth.

Strong Relationships and Mentoring

Having consistent and supportive relationships with staff, teachers, mentors, and other members of the community is crucial for promoting positive youth development. Developmental science research indicates that when youth have sustained and trusting relationships with adults, they have higher levels of motivation, academic persistence, healthy identity development, and improved social-emotional competencies (Rogers & Feller, 2018; Osher et al., 2020). Mentoring programs that are rooted in culturally responsive and community-based strategies have been effective in enhancing school attendance, reducing behavioral problems, and increasing students’ perceptions of belonging and purpose in life (Rhodes, 2005; Schwartz et al., 2012).

Collaborative Partnerships with Families and Local Organizations

Engagement with families, businesses, cultural organizations, and nonprofit organizations is crucial for enhancing programming and creating opportunities for youth to have access to mentors and other learning experiences in the community. Collaborative partnerships with families and local organizations are critical components of effective expanded learning and community school strategies. Research indicates that when schools engage families as true partners in their children’s education, valuing their cultural perspectives, strengths, and leadership, students have higher levels of academic performance, attendance, motivation, and well-being (Henderson & Mapp, 2002). Collaborative partnerships with local organizations and businesses create opportunities for youth to have access to other learning experiences that promote engagement and deeper learning (Dryfoos, 2005; Maier et al., 2017).

Integrated Academic, Social-Emotional, and Enrichment Supports

The programs partner with school-day staff to provide tutoring, social-emotional learning, skill-building, and wellness support, as well as enrichment opportunities that meet the needs of the students. Integrated academic, social-emotional, and enrichment support are critical to providing opportunities for success to all students, especially those in historically underserved communities. Studies have shown that when academic learning is supported with social-emotional learning and enrichment opportunities, students report positive outcomes in terms of academic performance, engagement, and social-emotional well-being (Durlak et al., 2011; Darling-Hammond et al., 2020). Integrated learning recognizes that learning is not a singular process; rather, when learning is integrated cognitively, socially, and emotionally, students who are supported in these areas develop critical thinking skills, problem-solving skills, and self-efficacy (Belfield et al., 2015). Expanded learning opportunities that integrate academic support, social-emotional learning, arts, STEM, mentorship, and real-world learning provide opportunities for closing the opportunity gaps and supporting the holistic development of students for success in school and life.

Student Voice, Agency, and Leadership

Students’ choice and leadership opportunities help to ensure that programming is relevant, responsive, and engaging, and that it meets students’ interests and talents. Research has shown that opportunities to promote student voice, agency, and leadership are essential to students’ meaningful engagement, identity development, and academic motivation. Programs that offer students opportunities to make choices, set goals, and contribute to program development help students develop higher-order thinking and problem-solving skills and promote students’ sense of ownership and engagement in their own learning (Mitra, 2004; Cook-Sather, 2010).

Essential Supports and Safe Facilities

Students’ access to meals, transportation, and technology ensures that all students have equal opportunities to fully engage and participate in programming. Research has consistently shown that students’ basic needs must be met before they are able to engage in academic, enrichment, and social-emotional learning (Maslow, 1943; Basch, 2011). Out-of-school time (OST) programs that offer meals, technology access, and safe and supervised environments help to eliminate barriers to participation and engagement for students from low-income families (Afterschool Alliance, 2020). In addition, reliable transportation and extended-day access are especially important to rural, tribal, and underserved communities, ensuring that students who most need enrichment and academic learning opportunities are able to access these opportunities without logistical barriers.

Best Practices in NM

High-quality out-of-school time (OST) programs can support youth learning and development by providing additional time and opportunities to learn and practice specific literacy skills and strategies. Best practices OST Programs aim to create high impact learning environments that support the holistic development of students, particularly those with the greatest needs.

Best Practices Include:

Powerful student and family engagement: Encouraging active participation from students and their families in program planning and decision-making.

Collaborative leadership: Fostering a culture of shared power and voice among program leaders, staff, and community partners.

Culturally enriched learning opportunities: Providing diverse and inclusive educational experiences that reflect the cultural backgrounds of the students.

Rigorous, community-connected instruction: Ensuring that educational content is relevant and applicable to the community and students’ lives.

A culture of belonging, safety, and care: Creating a supportive environment where students feel safe, valued, and cared for.

Integrated systems of support: Ensuring that OST programs are part of a broader system of support that includes academic, social-emotional, and health services.

It is important to regularly assess the program’s progress and outcomes to make necessary adjustments. These practices can help maximize the impact and effectiveness of OST programs, contributing to the overall development of children and youth. Finally, understand the interests, strengths, and challenges of children and their families, as well as the community and school environment.

References