Fact sheet explaining what a Community School is, and what recent research reveals.

This snapshot charts FSCS’s progress in two foundational areas: early activities that grantees must help partner schools complete and partnerships that grantees must finalize with local providers to deliver essential services to children in community schools.

This study assesses the extent to which the CCSPP grants effectively reached high-need schools and evaluates the impact of community school practices induced and supported by the CCSPP implementation grants on student outcomes, including attendance, suspensions, and academic achievement. The study compares changes in these outcomes over time between schools that received CCSPP grants (treatment group) and a matched group of similar schools that did not (control group). Employing a matched difference-in-differences technique, the analyses focus on the divergence in student outcomes between these groups after grant implementation.

This toolkit is designed to equip community school practitioners and partners in Idaho with the resources they need to secure funding, engage local support, and share their impact. Inside, you’ll find guidance on grant writing, leveraging partnerships, navigating federal funding opportunities, and advocating for your community school through storytelling and site visits. Additionally, real-life experts showcase how Idaho schools have successfully sustained and expanded their community school efforts during a recorded panel discussion.

This guide is a resource for understanding, implementing, and thriving as a community school in New York State. It emphasizes how community schools use strategies like Multi-Tiered System of Supports lntegrated (MTSS-1), culturally responsive-sustaining education practices (CRSE), and social emotional learning (SEL) to ensure every student thrives in a supportive and inclusive environment. By leveraging collaborative leadership structures, stakeholders collaboratively drive the work to align with the diverse needs of their communities. Whether you're just beginning to explore community schools or are seeking to strengthen your existing strategy, you'll find valuable information and practical resources in this guide.

The following suggestions offer different actions you and your organization can take to have your voice heard about the impact of Community Schools. They range from educational to advocacy to lobbying that can be used at the local, state, and/or federal levels. Even if your representative is not on a decision-making committee, they still have a vote, and every vote counts! It is up to your discretion to decide what action(s) are best for you and your organization.

To make the process of reaching out to your members of Congress as easy as possible, we’ve provided two templates, one for a phone call and one for an email message, to use when you contact them. We encourage you to personalize the message so that they know how these federal dollars have made a difference in the lives of your students.

The 2025 state-level legislative season is coming to a close, and there are emerging trends that impact Community Schools, family engagement, and related whole-child and youth development strategies. Over 60% of governors are promoting two or more education priorities, namely, workforce alignment and career and technical education (CTE), education funding alternatives, school choice, and cell phone bans. This brief overviews these trends.

An overview of evidence showing how Community Schools are a highly effective strategy for improving student success by integrating academic supports, family engagement, and community partnerships.

This article examines two teachers' efforts to re-organize their science teaching around issues of environmental and food justice in the urban community where they teach through the pedagogical approach of community-oriented framing. We introduce this approach to teachers' framing of phenomena in community as supporting students' framing of phenomena as personally and locally relevant. Drawing on classroom observations of remote learning during the COVID-19 pandemic, we took an analytic approach that characterized features of classroom discourse to rate community-oriented framing at the lesson level. Results show that teachers framed phenomena as both social and scientific, and as rooted in students' lived experiences, with classroom activities designed to gather localized and personalized evidence needed to explain or model phenomena. We also share examples of how Black and Latinx students took up this framing of phenomena in their classroom work. By providing a detailed description of the launch and implementation of activities, findings illustrate how community-oriented framing supported teachers in posing local questions of equity and justice as simultaneously social and scientific, and helping students perceive science learning as meaningful to their everyday lives. Community-oriented framing offers a practical means of designing locally and socially relevant instruction. We contribute to justice-centered science pedagogies by conceptualizing transformative science learning environments as those in which students understand their goal in science class as understanding, and later addressing, inequities in how socioscientific issues manifest in their community.