[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591312-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-591312-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","school-staff-perceptions-of-community-afterschool-partnerships","School Staff Perceptions of Community Afterschool Partnerships","","School staff perceptions shape how community afterschool partnerships between schools and community-based organizations (CBOs) are designed, implemented, and evaluated. The document examines partnership benefits for student social, emotional, physical, and intellectual development during out-of-school time, while also identifying barriers such as “unspoken expectations” and territorial disputes over responsibilities. It outlines a study focused on four public schools in one southern U.S. district, emphasizing coordinated services, shared goals, formal agreements, and routine program evaluation to ensure OST programming meets stakeholders’ needs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/school-staff-perceptions-of-community-afterschool-partnerships/591312/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/school-staff-perceptions-of-community-afterschool-partnerships/591312.png","ImageObject",300,407,{"name":42,"@type":43},"eBook King","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How are school–CBO partnerships defined in the document?","Question",{"text":63,"@type":64},"They are defined as connections forged between schools and community individuals, organizations, and businesses to promote students’ social, emotional, physical, and intellectual development.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What major barriers can affect school–CBO partnerships?",{"text":68,"@type":64},"Barriers include “unspoken expectations” or limited understanding of each organization’s resources and capacities, as well as territorialism over who should provide which student services.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the document’s study focused on and how was it conducted?",{"text":72,"@type":64},"The study investigates how school staff perceived OST programming provided through school–CBO collaboration. 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Ruhr & Laura Danforth  \nAbundant research has covered the benefits of and barriers to partnerships between schools and community-based organizations (CBOs; Sanders, 2001; Valli et al., 2016) . Such partnerships can be defined as “connections between schools and community individuals, organizations, and businesses that are forged to promote students’ social, emotional, physical, and intellectual development”(Sanders, 2001, p. 20) .  \nThe aim is for schools and CBOs to come together to foster student growth, particularly during out-ofschool time. Integrated partnerships can provide student support in the form of increased student learning time (McBride Murry et al., 2021), better student academic outcomes (Maier et al., 2017), and fuller  \nprovision of resources students need to grow into capable individuals (Waddock, 1995) .  \nDespite the benefits, school–CBO partnerships can encounter barriers or challenges, especially when these partnerships are formed on “unspoken expectations” or without a comprehensive understanding of resources or capacities (McBride Murry et al., 2021, p. 6) . Another barrier relates to territorialism (Sanders, 2001), meaning that schools and CBOs might disagree over who should provide what ser-  \nLINDSAY R. RUHR, PhD, MPPA, LCSW, is an assistant professor in the School of Social Work at the University of Arkansas at Little Rock. She teaches the courses Evaluation Research, Data Analysis, and Social Work with Organizations and Communities.  \nLAURA DANFORTH, PhD, LCSW, is an associate professor and co-director in the School of Social Work at the University of Arkansas at Little Rock. She teaches the courses Social Welfare Policy and Social Work with Organizations and Communities.  \nvices to students. In order to overcome these barriers, various frameworks and guidelines for best practices regarding school–CBO partnerships have been established (Casto, 2016; Haines et al., 2015; Stefanski et al., 2016) .  \nOlson (2018) indicates that strong school–CBO partnerships should be student-centered, have a shared vision and language, and have “formal agreements,” including “facilities sharing agreements” to ensure that expectations are managed and services are complete (p. 5) . If two independent organizations, such as a school and a nonprofit CBO, are to work together to provide out-of-school time (OST) programming, then they must have common goals and set clear expectations. Otherwise,“unspoken expectations” and lack of knowledge of the other organization’s capacity can lead to mis-  \nand service gaps (Roche & Strobach, 2019) . In addition, schools should engage in routine program evaluation to ensure that OST programming is meeting the needs of all involved parties. Russ-Eft & Preskill (2009) note that evaluation is a “diagnostic process”that can highlight how an organization’s strengths and weaknesses will either support or hamper new opportunities (p. 12) .  \nAlthough literature detailing the characteristics of healthy school–CBO partnerships is abundant, few studies focus specifically on school staff members’perceptions of these partnerships. Our study aims to fill this gap. It suggests that schools take an active role in determining what their student body needs regarding OST programming and continually evaluate the fit between the needs and the programming.  \nunderstanding of the partners’ Methodology  \ngoals (McBride Murry et al., The aim of this study is to under-  \n2021, p. 1) . stand how school staff perceived  \nIn solid partnerships, in- This study conceptualizes OST programming provided by school and OST educators come school–CBO collaboration as a CBO in their schools. We fotogether with caregivers to view coordination of services and cused on four public schools in one another as partners and to resources for children and a single district in the southern view each child as more than a U. S. where a single nonprofit  \nstude","cbCaiiUSfLZS2Ejt","https://ap.wps.com/l/cbCaiiUSfLZS2Ejt","pdf",182919,"English","# Background\n## Definitions and benefits of school–CBO partnerships\n## Barriers and best-practice frameworks\n# Methodology\n## Study aim and conceptualization\n## Case focus and data collection\n## Evaluation and partnership expectations","[{\"question\":\"How are school–CBO partnerships defined in the document?\",\"answer\":\"They are defined as connections forged between schools and community individuals, organizations, and businesses to promote students’ social, emotional, physical, and intellectual development.\"},{\"question\":\"What major barriers can affect school–CBO partnerships?\",\"answer\":\"Barriers include “unspoken expectations” or limited understanding of each organization’s resources and capacities, as well as territorialism over who should provide which student services.\"},{\"question\":\"What is the document’s study focused on and how was it conducted?\",\"answer\":\"The study investigates how school staff perceived OST programming provided through school–CBO collaboration. It focuses on four public schools in a single district and uses a five-person evaluation team to craft interview questions, conduct interviews, and analyze interview data.\"}]","School Staff Perceptions of Community Afterschool Partnerships | PDF",1792071566,25]