Abstract
School district administrators have to meet the demands of both the instructional staff, who need professional development support, and diverse student bodies, who require additional academic assistance. A partnership between the public school and a university offers a way of supporting the administrators in meeting such challenges. This case describes one urban elementary school's participation in the school-university RAP (Reading Achievement Program) partnership. In the first part of the bipartite program, a university faculty advisor worked directly with the principal of P.S. 999 and her third grade teachers to enhance literacy instruction. In the second part of the Program, four university graduate student instructors provided tutorial assistance for the thirdgrade students in the same elementary school, located in a poor area of New York City. The program presented numerous challenges for the school principal, classroom teachers, university faculty advisor and graduate student instructors.
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