Pla d'Acció Comunitària de la Verneda i La Pau

Necessitat: Millorar el % d'accés als estudis superiors dels estudiants del barri

Actuacions d'èxit relacionades:

• Programa POSSE (formació intensiva per què estudiants de barris marginals entrin a universitats de primer nivell)

Contreras, F. (2011). Strengthening the bridge to higher education for academically promising underrepresented students. Journal Of Advanced Academics, 22(3), 500-526

Harper, S. R., Griffin, K. A. (2011). Opportunity beyond affirmative action: How low-income and working-class Black male achievers access highly selective, high-cost colleges and universities. Harvard Journal of African American Public Policy, 17(1), 43-60.

Jones, S. A., Were, M. (2008). Impact of the POSSE program on the academic integration of minority engineering students. Paper presented at the 38th ASEE/IEEE Frontiers in Education Conference, Saratoga Springs, NY (USA). 

• CampusRom: Xarxa universitària gitana de Catalunya

Macías, F. (2017). Contribuciones del Pueblo Gitano para luchar contra la pobreza y el antigitanismo a través de su participación en Actuaciones Educativas de Éxito (tesi doctoral), 253. Universitat de Barcelona.

Necessitat: Activitats extraescolars de reforç educatiu

Actuacions d'èxit relacionades:

• Programes "Afterschools": "Every hour count", "Expanding minds and Opportunities", "Youth City!", Tanoda, etc.

New Directions for Youth Development. Expanded learning time and opportunities. Florida (2011), 131, 1-135. Wiley Periodicals

Kataoka, S, Vandell, D. (2013). Quality of afterschool activities and relative change in adolescent functioning over two years. Applied Developmental Science, 17(3), 123-134

Vandell, D. L., Reisner, E. R., & Pierce, K. M. (2007). Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs, 9. Irvine, CA: University of California, Irvine.

• Harlem Children Zone.

Fryer R, Dobbie W (2011). Are High-Quality Schools Enough to Increase Achievement Among the Poor? Evidence from the Harlem Children’s Zone. American Economic Journal: Applied Economics, 3(3), 158-187

Yeh, S.S. (2013). A re-analysis of the effects of KIPP and the Harlem Promise Academies. Teachers College Record, 115(4), 1-35

• Programa de mentoria "Big brothers big sisters"

Park, H., Liao, M., Crosby, S. (2017). The impact of Big Brothers Big Sisters programs on youth development: An application of the model of homogeneity/diversity relationships. Children and Youth Services Review, 82, 60-68

• Projecte "Transformant la ciutat en espais d'aprenentatge" (premi 2018 de l'Associació Americana de Recerca Educativa)

Hirsh-Pasek, K; Michnick, R. (2016) Transforming cities into learning landscapes. Stanford Social Innovation Review.

Necessitat: Implicació i formació de famílies.

Actuacions d'èxit relacionades:

• Families and Schools Together

Ackley MK, Cullen PM. (2010): Strengthening families through community collaboration: Implementing the Families and Schools Together (FAST) program. Children & Schools, 32(3):183-6

Crozier, M; Rokutani, L; Russett, JL.; Godwin, E; Banks, GE. (2010): A Multisite Program Evaluation of Families and Schools Together (FAST): Continued Evidence of a Successful Multifamily Community-Based Prevention Program. School Community Journal, 20(1), 187-207.

McDonald L, FitzRoy S, Fuchs I, Fooken I, Klasen H. (2012): Strategies for high retention rates of low-income families in FAST (Families and Schools Together): An evidence-based parenting programme in the USA, UK, Holland and Germany. European Journal of Developmental Psychology, 9(1), 75-88

• Activitats de lectura al carrer: ''VOORLEZEN (Opzoomer Me)"

SOLIDUS. Solidarity in European societies: empowerment, social justice and citizenship (2015-2018): Cases studies - Work Package 2. European Union's Horizon 2020 programme.

Evidències relacionades:

• Harvard Family Research Project
• Lectura dialògica, tertúlies literàries dialògiques