Schools and districts are seeing unprecedented numbers of students and families living without residential stability. Although the McKinney-Vento Act has been around for over two decades, many district- and site-level practitioners have a difficult time interpreting and implementing the Act's mandates within their local contexts. This book provides much-needed guidance to help educational leaders support students who are homeless and highly mobile students who face significant barriers related to access and academic success. The authors employ several different strategies to help translate complex state and federal policies into effective practices. They include policy analysis, examples of successful approaches, tools for training staff, youth experiences, and address the role of school districts in serving marginalized students. Serving Students Who Are Homeless can be used as a professional development tool at the local and district level, and as a textbook in higher education settings that prepare entry-level and advanced-credential administrators, counselors, school psychologists, and curriculum leaders.
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Ronald E. Hallett is an associate professor and former school teacher. Linda Skrla is professor and department chair of educational administration and leadership. Both are at the Benerd School of Education, University of the Pacific.
Serving Students Who Are Homeless provides an excellent overview of homelessness, the possible reasons that families may find themselves in this predicament, and the effect it may have on children and their academic success. This work is a unique look at homelessness and will enable readers to understand the issues at play; assist practitioners, advocates, and administrators to create or revise current policy and practice; and encourage the utilization of various strategies in order to support these students as they work to meet their full academic potential.
--SirReadaLot Hallett and Skrla have provided a well-timed guide that districts and schools can use to begin meeting these much-needed expectations and improve outcomes for this often invisible population of students.
--Journal of Children and Poverty
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