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Hartford Public Schools

Hartford Board of Education Policy on Community Schools

Members of the Hartford Community-School Partnership, which launched in July, 2008, are the Hartford Public Schools, the City of Hartford Mayor’s Office (including Hartford Office for Young Children and Office for Youth Services), and the United Way of Central and Northeastern Connecticut.

Pomona Unified School District

Pomona Community Schools Pilot Program

The Pomona, CA School Board passed a Community Schools pilot program June 8th, 2016 for implementation in two high schools.

Las Cruces Public Schools

Las Cruces School District Community School Resolution

The resolution creates a school family council, funds full-service Community Schools coordinators at each community school, and ensures that the school district will complete comprehensive needs assessments to improve essential functions of the strategy.

Coalition for Community Schools

New Federal Education Law Boosts Community Schools

December 10, 2015, press release applauding the new Every Student Succeeds Act (ESSA) that President Obama signed into law today includes the Full Service Community Schools program, marking a big win for community school supporters.

Coalition for Community Schools

Community Schools Collaborative Leadership Framework

This framework shows how schools, communities and intermediaries can work together, collaboratively to have successful community schools.

Chapin Hall

Achieving Ambitious Educational Outcomes through School and Community Partnerships

This summary aims to share ideas from a convening with policymakers, leaders in education, and community leaders who are interested in partnerships as a strategy for improving children’s long-term outcomes.

Coalition for Community Schools

Early Childhood Community School Linkages: Advancing a Theory of Change

As national attention increasingly focuses on the importance of children’s development in their early years, we have the responsibility—as community members, parents, educators, leaders, and policy makers—to do our part to ensure that young children have the opportunity to thrive. While there are a number of efforts in place to support young children and their families, many focus on one of two domains: either improving early childhood care or education or improving elementary education. Research suggests, however, that there is an essential third domain to attend to in our work to support young children: improving the quality and continuity of a child’s experience and her access to essential supports and services as she transitions from early childhood care or education into the elementary grades.