Abstract
Purpose. The purpose of the study was to determine which of the fifteen authorized activities of the Stewart B. McKinney Homeless Assistance Act had the greatest positive impact on improving homeless achievement, attendance, attitude, self-esteem, and confidence, physical health, and home-school communication as perceived by the project coordinators and the classroom teachers. Methodology. A descriptive research design was used for this study. Survey responses from eleven coordinators and fifty-eight teachers working in Stewart B. McKinney Homeless Assistance projects in California were analyzed and the frequency, percentage, and mean were computed for the responses to each survey item. The chi-square test was used to determine the significance of the data. Findings. The research findings of the study included: (1) Participation in the Stewart B. McKinney Homeless project did result in student improvement in achievement, attendance, attitude, self-esteem, and confidence and home-school communication. (2) The number of project teachers and coordinators who were not knowledgeable of student improvement was larger than might be expected. (3) The project coordinators indicated four activities that had significant impact on the homeless student while teachers named thirteen. (4) There was not agreement between the teachers and coordinators about improved attendance. (5) Elementary school teachers favored coordination between the school and other agencies providing homeless services. (6) The more experienced project personnel perceived project success in all areas. (7) Coordinators did not indicate an item that had significant impact on home-school communication involving the homeless student. (8) Early childhood education was a part of only five of the eleven projects. Conclusions. (1) The Stewart B. McKinney projects are successful in supporting student improvement. (2) The teachers and coordinators included in the study do not have a clear understanding of the project objectives, goals, and methods of assessment. (3) There is a communication gap between the teachers and coordinators about the program, the impact of the activities, and the successes. (4) Coordinators and teachers need to collaborate in determining criteria for designating improved attendance. (5) Elementary teachers have a stronger focus on the "whole child." (6) Staff with more experience have a more positive attitude and a stronger commitment to the project. (7) Coordinators are not working closely with homeless parents to involve them in their children's school activities. (8) Early childhood education is overlooked in the majority of the Stewart B. McKinney projects.