Community schools are making a difference in the lives of children, youth, and families across the country. Community schools always start with a set of results they want to achieve (e.g., decreasing early chronic absenteeism, improving graduation rates, and improving student achievement). Using a results framework
(sometimes called a logic model), they then organize the community around agreed-upon results and identify the resources to achieve them. Together with their partners, community schools are seeing results.
This brief provides evidence organized by some of the most important results.
Integrated Student Supports: A Summary of the Evidence Base for Policymakers
This paper summarizes the results of a comprehensive examination by Child Trends of the research and evidence base for ISS, and its potential to help a range of disadvantaged, marginalized, or struggling students.
Research on Community School Initiatives:
In Tulsa, school and community leaders have created the Tulsa Area Community Schools Initiative (TACSI)
. They built a collaborative leadership structure to share responsibility for getting results. Together, the school districts, city, community agencies, OU-Tulsa and other community partners now operate 31 community schools. Research shows that students in high-implementing community schools outperformed non-community schools in math by 32 points and reading by 19 points.
To learn more about the results systems and national models of community schools are achieving, click here.
Research on Individual Community Schools:
Roosevelt is a COMPASS Community School
with United Way of the Greater Lehigh Valley. The Boys & Girls Club of Allentown, PA is the lead partner. Through six years of effective collaboration, Roosevelt has offered a safe, nurturing school environment which empowers and cherishes all students and their families to strive to become community leaders. In 2010, Roosevelt received the Pennsylvania Keystone Award for meeting Adequate Yearly Progress for three consecutive years. The school moved from 33.8% Advanced and Proficient in Reading in 2006 to 46% in 2010 and from 50.9% Advanced and Proficient in Math in 2006 to 65% in 2010. They also made AYP in the 2010-2011 school year.
Oyler Community Learning Center in Cincinnati, OH is a PK-12 community school. The predominantly Urban Appalachian neighborhood in which Oyler is located has always struggled with very low graduation rates. However, since becoming a community school, Oyler's students are graduating from high school and matriculating to college in record numbers. Oyler has graduated more students in the neighborhood from high school in the past 3 years than in the collective 85 prior years. Oyler has steadily improved student achievement. The school has moved from a starting point of Academic Emergency in 2006-2007 through Academic Watch in 2007-2009 and is now in Continuous Improvement for the second straight year. Since 2006-2007, the school has improved its Ohio Performance Index every year, up 21.7 points. Oyler is part of a district-wide community school initiative
that is seeing results: in 2010-2011 Cincinnati Public Schools earned the Effective category of the state's rating system for the second straight year.
To see results from individual community schools, including National Community School Award Winners, click here.
Click here to learn more about community school results and indicators