School redesign and neighbourhood redevelopment: A longitudinal study of education success and well-being

What is it?

How does school redesign and neighbourhood redevelopment in marginalized communities affect children’s academic success and well-being? What impacts does it have on families and the community? The School redesign and neighbourhood redevelopment: A longitudinal study of educational success, families is a community-partnered project that investigates the role of the built environment in reducing inequities. The study looks at how innovative school redesign and neighbourhood redevelopment can affect children, families, and communities in marginalized neighbourhoods.

A student’s work displayed in the school.

How did we do it?

In 2011 and 2012, a school in a socioeconomically disadvantaged neighbourhood in downtown Toronto was closed down for school redesign. The school redesign was informed by an inclusive architectural design process, where students, teachers, parents, the community, and housing experts shared their design input for the new school.

As you can see in the timeline below, during the school redesign students and teachers were relocated to two ‘feeder schools (FS1, FS2)’ in the same neighbourhood:

After the process, the school was reopened in 2013 with many former and new students from the ‘feeder schools’ (FS1, FS2) moving into the ‘redesign school (RS).’ Throughout the school redesign process, neighbourhood redevelopment was also happening in the community, where old social housing units were being demolished and replaced with new buildings in phases. Some residents in the community were temporarily relocated during construction, depending on what phase of the redevelopment affected their home.

What we found

From our initial findings, various themes emerged from students, families, schools, and the community. These included thoughts on:

  • School and neighbourhood safety
  • Neighbourhood redevelopment
  • Built environment (before, during, and after school redesign)
  • School social dynamics and transition (during school redesign and related transitions)
  • School-based programs and services

What’s next?

With our data collection complete, we’re now focused on sharing our results with study participants, the community, key stakeholders, and the public.

To read more about the study and our findings, click here.

Document citation: Patel, S. (2016). School redesign and neighbourhood redevelopment: Knowledge mobilization summary report. Toronto, ON: School of Early Childhood Studies, Ryerson University.

MSIC: Reducing inequities in children’s educational success and family well-being in marginalized communities through innovation in public education

How can marginalized communities be supported through innovation in public education?

The Reducing inequities in children’s educational success and family well-being in marginalized communities through public education investigates how the Toronto District School Board’s (TDSB) comprehensive, multi-pronged, system focused, and holistic Model Schools for Inner Cities (MSIC) initiative works and what initial conditions and program features help contribute to sustainable improvement in marginalized students’ educational success and family well-being.

“We are proud to be a Model School for Inner Cities,” school poster reads.

What is Model Schools for Inner Cities?

In an effort to level the playing field for all students, the TDSB’s MSIC initiative was launched in 2006. The MSIC initiative aims to reduce inequities and achievement gaps for students in low socioeconomic communities by providing additional school-based supports and services for students in Toronto communities with the highest needs. The TDSB began with four pilot school sites in the first year, which then expanded to over 150 schools six years later serving over 56 000 students in low socioeconomic communities (Kugler, 2007; Toronto District School Board, 2005). Grounded in maintaining high expectations for students and promoting a vision of achieving excellence, the MSIC initiative is guided by five essential components:

  1. Innovation in teaching and learning practices
  2. Support services to meet the social, emotional, and physical well-being of students
  3. Supporting the view of the school as the heart of the community
  4. Frequent research, review, and evaluation of students and program effectiveness
  5. Commitment to share successful practices
At a MSIC school, there are also services for parents, such as the Parenting and Family Literacy Centre.

The MSIC initiative offers a variety of services, supports, and resources for students and families in MSIC schools including:

  • Health and educational support services (e.g., nutrition programs, free vision and hearing tests, in-school health clinics, before- and after- school programs)
  • EarlyON Centres (school-based drop-in programs for parents with young children)
  • Parent Academy (a program that provides an opportunity for parent representatives to organize and offer locally relevant parenting and workforce development workshops)
  • Additional staff to support student academic success and wellbeing (e.g., Teaching and Learning Coaches, Community Support Workers, Social Workers)
  • Additional teaching and learning resources (e.g., information technology, MSIC social justice curriculum, ongoing professional development for teachers)
  • Partnerships with community organizations (partnerships with local agencies to offer programming and opportunities to students and families within and outside of school)

Our Approach

To investigate how the MSIC initiative works and its approach to supporting equity in children’s educational success and family well-being, we will work in collaboration with our partners at the Toronto District School Board to conduct:

  • Secondary analysis of qualitative data, including child and staff focus group and interview data collected at five MSIC school sites over time
  • New key informant interviews with school board staff
  • New focus groups with parents at five school sites

After data collection is complete, we will focus on sharing our results with study participants, school community members, and the broader public.

References

Kugler, J. (2007). Inner city model school initiative: A vision for equity and social justice. Orbit36, 4-6.

Toronto District School Board. (2005, May). Model Schools for Inner Cities task force report. Retrieved February 14, 2019 from https://www.tdsb.on.ca/Portals/0/Community/Community%20Advisory%20committees/ICAC/research/InnerCityReportMay2005.pdf

Toronto District School Board, Model Schools for Inner Cities. (2014). Retrieved February 7, 2019, from https://www.tdsb.on.ca/Community/Model-Schools-for-Inner-Cities/Initiatives

To read more about the TDSB’s MSIC initiative, and GEEC’s research, click here.

Document citation: Patel, S. (2019). Reducing inequities in children’s educational success and family well-being in marginalized communities through innovation in
public education: Knowledge mobilization summary report. Toronto, ON: School of Early Childhood Studies, Ryerson University.

This is an ongoing study funded by the Social Sciences and Humanities Research Council of Canada, Partnership for Change: The RBC Immigrant, Diversity and Inclusion Project, Ryerson University, and the Toronto District School Board.  We will continue to share more updates about our ongoing project soon.