The Latham Way: Implications

UNCP Author/Contributor (non-UNCP co-authors, if there are any, appear on document)
Dr. Frankie Denise Powell, Associate Professor (Creator)
The University of North Carolina at Pembroke (UNCP )
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Abstract: This paper is a case study of the impact of a community-based, collaborative, mentoring intervention on the academic and personal success of a group of 32 students who were enrolled in Rowland Hill Latham Elementary School in the Winston-Salem/Forsyth County Schools during the year that the North Carolina Department of Public Instruction identified Latham as a "School of Distinction," 2001-2002. In the spring of 2011, approximately 30% of those 32 students had dropped out of school, approximately 25% had left the system, and approximately 53% (17) persisted in school. The paper goes on to discuss how schools and their stakeholders can make the "Latham Way" a reality in their communities. The "Latham Way" logic model is based on collaborative planning, data-based decision making, and transformational leadership. These variables support collaboration among teachers, students, families, the community, Project CHILD, and the administration to improve student performance. The mentoring intervention was a creation of a community organization in this logic model. (Contains 3 tables and 1 figure.)

Additional Information

North Carolina National Association for Multicultural Education Conference
Language: English
Date: 2011
Mentors, Intervention, Models, Logical Thinking, Community Organizations, Transformational Leadership, Case Studies, Stakeholders, Data, Decision Making, Cooperative Planning, Partnerships in Education, Longitudinal Studies, Elementary School Students, School Community Relationship, Educational Improvement, Program Effectiveness, Tutorial Programs, Fraternities, At Risk Students, Educational Technology, Computer Assisted Instruction, Achievement Gains, African American Organizations, Elementary Education, Elementary Secondary Education,

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