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This guide provides details on how school board members can lead the way in securing a high quality education for each and every student in their district. |
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This draft framework is a work in progress to articulate our beliefs and plan of action towards an equity agenda for the community schools movement.
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This report captures the scope and nature of expanded learning opportunities in community school partnerships. The report includes a new ELO typology and state-of-the-art ELO practices that community schools are implementing.
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The paper explores the relationship and need for aligning resources in a clearly defined "place" to collectively improve outcomes for children, youth, families, and communities.
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A brief issued by Chapin Hall Center for Children at the University of Chicago and the Institute for Educational Leadership (IEL) discusses the proposition that partnerships are essential for the United States to achieve educational equity and excellence for the growing number of children living in poverty.
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This report builds on both practice and research to describe the what, why, and how of system-wide expansion of community schools. The guide is written for a wide audience and for communities at different points in planning for, implementing, and sustaining a community schools strategy.
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This report summary provides an overview of community schools, demonstrates the need to invest and link to early childhood programs, describes the case study sites, and offers cross-site lessons.
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This report examines the impact of 20 community school initiatives across the country. The report indicates overwhelming evidence that community schools do make the difference in improving student learning, promoting family engagement with students and schools; helping schools function more effectively and adding vitality to communities.
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Leaders from schools, cities, and counties across the nation are working together in new ways to "grow" community schools. This report profiles 11 communities where this work is taking place. These leaders are installing and increasing the numbers of community schools as quickly as possible, using a powerful vision with a clear focus on results and an effort to make the best possible use of all the assets their communities can offer.
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The findings in this document represent some of the evidence about how a diverse set of community school initiatives (each with their own name) are preparing students to learn, helping them succeed, and preparing them for future success.
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The purpose of this document is twofold: First, to outline a rationale for the community school as a primary vehicle for increasing student success and strengthening families and community; and secondly, to define specific results that community schools seek—both in terms of how they function and in relationship to the well being of students, families and communities.
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Research shows that as many as 60% of all students are disengaged from learning. This report makes the case that community-based learning, addresses the problems of boredom and disengagement. Community-based learning involves students in real-world problem solving that is relevant and meaningful as part of the curriculum during and after school. |
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This report presents a review of eight high schools that have embraced the community school approach and are showing results in student success that include reduction of dropout rates, increase in college acceptance, and more. |
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The paper explores ways in which principals of community schools—and other principals who, though they may not yet identify their schools as community schools, are responding in a very similar manner—work successfully with community partners, families, and other key stakeholders to improve student outcomes. |