Celebrating the Versatility of Community School Models
Community schools are vital in transforming education by addressing student success through collaborative partnerships involving parents, educators, and the community. Each community school model carries the same intention — to uplift every student's learning experience — yet they differ in the strategies and frameworks used to achieve these goals.
Exploring the Spectrum of Community School Models
The landscape of community schools is rich and varied, with each model presenting unique methods of integrating community resources:
- University-Assisted Approach: This model harnesses the power of higher education’s resources to enhance educational experiences. The Unlimited Potential Initiative is an example of this approach, creating a bridge between universities and Pre-K-12 education to provide expanded learning and integrated student supports. The Netter Center is also an example of this, mobilizing the vast resources of the University of Pennsylvania to support traditional public schools.
- Multi-Partner Approach: This model is a collaboration between education, health and community services to offer a comprehensive support network that goes beyond academic learning. The Community Partnership Schools model is an example of this approach.
In addition to the approaches above, other Community School models include:
- School as Lead Agency Approach: In this model, schools themselves drive the collaborative process, appointing coordinators to manage partnerships and activities. An example of this approach includes the Evansville, Indiana system which formed a council to direct community and school district collaborations, highlighting the school's central role in community engagement.
- Community-Managed Approach: Led by local communities, parents, or Non-Governmental Organizations, these schools are often foundational in locales where they originate or manage established schools. Save the Children is a key player, fostering educational support structures at home and in schools worldwide, particularly in regions affected by crises.
- Community-Based Lead Agency Approach: Here, a community agency partners with a school, guiding operations and resource mobilization to address the school's needs. Children’s Aid in New York City, utilizing this model since 1992, employs a site coordinator to spearhead the provision of integrated school-based services and programs.
The Solid Foundation: Pillars of Community School Success
All these diverse models are grounded in the essential pillars vital for their success: Collaborative Leadership, Expanded Learning, Integrated Student Supports, and Family and Community Engagement, ensuring they are well-equipped to support student learning and community strength.
Uniting for Collective Impact
Community schools are a collaborative effort. They draw strength from the unique characteristics and needs of their communities, tailoring approaches to best support the regions they serve. By embracing the variety among these models, communities can draw upon best practices and strategies that resonate most with their goals, fostering environments where students, families and neighborhoods thrive.
As community schools advance and expand, they reveal the remarkable outcomes that can be realized when education reaches beyond traditional classroom settings and deeply engages with the community.
“Community school” is a term used to define an approach used to improve the success of students, families and a community through collaborations between a school and a community partner(s).
A community school is both a place and a set of partnerships, according to the Coalition for Community Schools in Washington, D.C.
All community schools share the same focus – to assess and meet the unique needs of the school community. However, they vary in their approach to engaging partners and organizing resources.
It is not possible for schools to provide sufficient guidance and support alone; they must work in concert with the total community to assist children as they grow.
Approaches
Described below are some of the most common approaches to community schools involving partnerships found in community school literature. It is by no means an exhaustive list. The below summary of community school approaches was derived from the work of Ellis, (2019), The Impact of the Community Partnership Schools Model Community School on Graduation and Attendance Rates in One Florida High School (1).
Multiple Core Partners Approach
Schools or school districts interested in exploring the idea of a community school are not limited to engaging just one core partner. In the multiple core partner approach, two or more entities partner with a school; establish shared governance; and commit time, personnel and resources to eliminate barriers to student success.
The Community Partnership Schools™ model is a multiple core partner approach co-founded in 2010 at Evans High School in Orlando by the Children’s Home Society of Florida, Orange County Public Schools and University of Central Florida. Community Partnership Schools always have these four core partners: a school district, a healthcare provider, a nonprofit, and a university or college. They may have other core partners as well.
Community-Based Lead Agency Approach
The community-based-lead-agency approach is built on a partnership between a community-based agency and a school. The community-based agency employs a site coordinator or director to lead the community school’s operations. The agency also is responsible for identifying and prioritizing the school’s needs, engaging stakeholders, leveraging resources, and coordinating with service providers to offer on-site programming and supports.
Children’s Aid (formerly Children’s Aid Society), a private child welfare agency in New York City, has been operating community schools using the community-based lead agency approach since 1992.
University-Assisted Approach
The University-Assisted Community Schools (UACS) approach involves a partnership between a school or school district and a university or college. The university or college serves as the lead partner and appoints a coordinator to strategize and manage the community school’s operations. The coordinator also works to mobilize the vast resources of a university or college to help transform a traditional public school.
Two University of Pennsylvania students initiated the UACS approach in 1985. Today, this approach is a major component of U Penn’s Netter Center for Community Partnerships in Philadelphia.
In Florida, The Education Effect uses the UACS approach in a partnership between Florida International University and schools in Miami’s urban core.
School as Lead Agency Approach
In the school-as-lead-agency approach, a school or school district assumes the lead role and hires a coordinator or director to oversee community school partnerships and operations.
For the Evansville, Indiana, school system, leveraging community support it “paramount.” Evansville created a School Community Council to guide the work of partners and schools from the district level. It also has assigned district staff to support the transformation of its schools into community schools (learn more about this school-as-lead-agency approach).
Community-Managed Approach
“Community-managed” community schools are led by parents, community members or non-governmental organizations (NGOs). They also are more common outside of the United States, particularly in communities that either created a local school or assumed the responsibility for managing a government-established school.
Save the Children reaches millions of children though its education programs. The NGO works with communities to create safe and stimulating preschool environments, as well as to support a child’s education at home. It also works with national and local governments to improve access to education, including in times of conflict or in the aftermath of a natural disaster.
Ellis, A. (2019). The Impact of the Community Partnership Schools Model Community School on Graduation and Attendance Rates in One Florida High School (1). Doctoral dissertation, University of Central Florida. STARS.
Research and Reports
Research demonstrates that the various components of a community school, such as family engagement, expanded learning opportunities and integrated student supports, impact student achievement.
With increased demand and emphasis on research-informed practice, found specifically in the 2015 Every Student Succeeds Act (ESSA), it is critical to establish community schools as an evidence-based strategy.
The following is a short list of easily accessible resources regarding the efficacy and impact of community schools.
Restoring the Public Purpose of America’s Urban Universities
Harkavy, I. & Hodges, R. A. (Eds.) (2024). [White paper]. Netter Center for Community Partnerships at the University of Pennsylvania.
This white paper explores key lessons from Augsburg University's experiences, emphasizing the integration of community engagement in its operations, strategic leadership, and a commitment to democracy and mutually beneficial local relationships.
Community Partnership Schools: Developing Innovative Practice Through University-Community Partnerships
Plante, Jarrad D., and Amy Ellis. Palgrave Macmillan, 2023.
A book that examines the Community Partnership Schools™ model, highlighting the importance of university-community connections.
The Community Schools Revolution: Building Partnerships, Transforming Lives, Advancing Democracy
Blank, M., Harkavy, I., Quinn, J., Villarreal, L., & Goodman, D. (2023). Collaborative Communications Group, Inc.
A comprehensive guide exploring community schools' potential to transform education, emphasizing collaboration among educators, families, and community partners. Community Partnership Schools and the UCF Center for Community Schools are highlighted in Chapter 6.
Task Force on Next Generation Community Schools
This report was written by the Brookings Institution’s Task Force on Next Generation Community Schools.
Addressing education inequality with a next generation of community schools: A blueprint for mayors, states, and the federal government
Community Schools
Peabody Journal of Education, Volume 95, 2020.
The UCF Center for Community Schools was invited to serve as guest editor of this Vanderbilt Peabody College journal issue on community schools, with Jarrad Plante bringing together international authors and Amy Ellis penning the introduction.
Johnston, W. R., Engberg, J., Opper, I. M., Sontag-Padilla, L., Xenakis, L. (2020). Santa Monica, C.A.: RAND Corporation.
The authors of this study assessed the impact of the New York City Community Schools Initiative through the 2017–2018 school year. Their findings contribute to the emerging evidence base on the efficacy of the community school strategy.
Community Schools as an Effective School Improvement Strategy: A Review of the Evidence
Maler, A., Daniel, J., Oakes, J., & Lam, L. (2017). Boulder, CO: National Education Policy Center; and Palo Alto, C.A.: Learning Policy Institute.
The report on which this brief is based synthesizes the research evidence about the impact of community schools on student and school outcomes. Its aim is to support and inform school, community, district, and state leaders as they consider, propose, or implement community schools as a strategy for providing equitable, high-quality education to all young people.
Community Schools: An Evidence-Based Strategy for School Improvement
Oakes, J., Maier, A., & Daniel, J. (2017). Boulder, CO: National Education Policy Center.
This brief provides support to school, district, and state leaders as they consider, propose, or implement a community school intervention in schools targeted for comprehensive support.
Community School Standards
(2017). Washington, D.C.: Coalition for Community Schools and Institute for Educational Leadership.
This report is designed to engage and support the community schools movement as a standards-driven, evidence-based strategy to promote educational excellence for every child.
What the Four Pillars of Community Schools Look Like in Action (infographic)
(2017). Palo Alto, C.A.: Learning Policy Institute.
Infographic illustrating what the four pillars of community schools look like in action.
Community Schools: Transforming Struggling Schools into Thriving Schools
(2016). Brooklyn, N.Y.: The Center for Popular Democracy; Washington, D.C.: Coalition for Community Schools; and Atlanta, G.A.: Southern Education Foundation.
The report illustrates multiple strategies for community schools to be able to employ so results can be sustainably transformational.
The Promise of University-Assisted Community Schools to Transform American Schooling: A Report from the Field, 1985-2012
Harkavy, I., Hartley, M., Hodges, R., & Weeks, J. (2013). Peabody Journal of Education, 88(5), 525-540, DOI: 10180/0161956X.2012.834789
This article explores the potential of developing university-assisted community schools as an effective approach for school reform, prekindergarten through higher education.
Positive Student Outcomes in Community Schools
Castrechini, S., & London, R. A. (2012). Washington, D.C.: Center for American Progress.
This report provides an in-depth analysis of one district’s (Redwood City, CA) community schools using quantitative data to show how students and families use services at these schools and how those services work together to positively affect student outcomes.
Making the Difference: Research and Practice in Community Schools
(2003). Washington, D.C.: Coalition for Community Schools and Institute for Educational Leadership.
This report consolidates the foundational research and current evaluation data demonstrating the impact of community schools.
Community Schools: Lessons from the Past and Present
Rogers, J. (1998). Los Angeles: UCLA IDEA.
Analysis of the “history of community schooling throughout the 20th century in order to provide insights into contemporary educational reform.”