Two Very Different States, One Shared Strategy: Community Schools Are Helping Students Succeed in California and Kentucky

This blog is part of the Transforming Schools series, which shares effective practices and foundational research for educators, students, families, and policymakers who are reimagining schools as places where students are safe and can thrive academically, socially, and emotionally.

At first glance, California and Kentucky might seem worlds apart. One is among the nation’s most populous states, anchored by some of the largest urban centers in the country. The other is a midsize state with predominantly rural communities and deep local roots.

And yet—both are demonstrating notable progress through community schools, an evidence-based school transformation strategy that unites students, families, educators, and community partners to improve student learning and well-being.

During a recent Learning Policy Institute webinar, leaders from both states came together to share how they are implementing locally driven versions of this strategy—and why it’s gaining traction across the political spectrum. Their discussion makes clear that while community schools look different in every context, they all provide the services and supports that each community’s students need to succeed in school and life, and they are created and run by the people who know their children best. When well implemented, these schools offer a flexible, research-supported approach that states are adapting to meet their own needs.

What Research Tells Us About Community Schools

Long-standing research has consistently found that well-implemented community schools lead to:

• improved attendance and reduced chronic absence;
• higher academic achievement, including gains in math and English language arts (ELA) test scores;
• stronger school climate, with students reporting better relationships and greater belonging;
• reductions in disciplinary incidents and suspensions; and
• strong returns on investment, with cost-benefit ratios of $5 to $15 for every dollar invested.

Additionally, recent findings from large-scale studies in New York City and California show measurable improvements in student attendance and academic outcomes—particularly for historically underserved groups.

California: Scaling Community Schools in a Large and Diverse State

Dr. Ingrid Roberson, Chief Deputy Superintendent at the California Department of Education, described California’s journey to building one of the most ambitious community school initiatives in the country.

California’s size alone presents a challenge: nearly 6 million students in more than 10,000 schools, spread across vast rural regions and some of the nation’s largest urban areas. To navigate this complexity, the state has emphasized local decision-making, shared leadership, and robust technical assistance.

As Roberson noted, California now has 25% of its schools operating as community schools, and reaching this point has required not just new funding but a shift in mindset, “It really is a mindset shift. ... Yes, we’re seeing outcomes academically and social-emotionally, but it is such a mindset shift that has taken a few years for us to get to.”

California’s legislature first passed the California Community Schools Partnership Act in 2021 and then, during the pandemic, expanded the initiative into a historic $4 billion investment. But even with statewide funding through California Community Schools Partnership Program (CCSPP) grants, California has centered locally driven work by building infrastructure to support communities in leading their own versions of the strategy. This includes a statewide technical assistance center, eight regional technical assistance centers, and technical assistance from 52 of 58 county offices of education.

Roberson noted, “Having go-to technical assistance was incredibly important ... it allowed more than the 2,500 schools that got a [CCSPP] grant to also access that technical assistance system.”

She also shared that this locally directed work has made schools stronger academically and more resilient in the face of emergencies. During recent wildfires, community schools responded swiftly because of their existing relationships and structures. As she explained, “We found that our community schools were actually much more responsive to student and family needs and were able to organize school and community resources to provide temporary housing for families and staff. A community school is a more resilient school.”

California’s early outcomes reinforce this. The nation’s first major post-pandemic evaluation of community schools shows that California community schools are making greater improvements in chronic absence, ELA and math test scores, and suspension rates, compared to similar matched comparison schools.

Notably, the largest gains were among historically underserved students—including Black students, English learners, Hispanic students, and socioeconomically disadvantaged students—a strong indication that community schools can help close persistent opportunity and achievement gaps.

Together, these early signs of progress mirror improvements in other states implementing community schools, including Kentucky.

Kentucky: A Long-Standing, Locally Rooted Approach to Student Success

Kentucky’s path to community schools looks very different.

State Senator Amanda Mays Bledsoe explained that Kentucky’s work began more than 35 years ago with the creation of Family Resource and Youth Services Centers (FRYSCs), known locally as “Friskies.” These centers emerged in response to a 1990 Supreme Court ruling that Kentucky’s school funding system was unconstitutional. The resulting Kentucky Education Reform Act introduced per-pupil funding and strengthened local control, empowering communities to shape their own solutions.

FRYSCs now operate at or near 960 schools, serving over 600,000 students. The centers are designed specifically to address students’ non-academic barriers to learning—from dental care to mental health supports to family engagement—by building strong community partnerships.

Brigitte Blom, President and CEO of the Prichard Committee, shared, “To expect our teachers to become mental health experts is missing the expertise in our community that could be brought to bear. That’s the kind of partnership we want to see happen so teachers can focus on high-quality teaching and learning.”

What has kept the program alive across Republican and Democratic governors alike? Senator Bledsoe was clear: return on investment and community buy-in. “When I go across the state,” she said, “everywhere you go, they say, ‘Our FRYSC program matters.’ And it matters because it’s successful.”

Even during difficult budget cycles, Kentucky’s legislature has continued funding the program, currently investing $17.5 million annually. Communities love the flexibility, Bledsoe added, because needs shift over time: early literacy supports may be essential in elementary school, while mental health services or college-readiness support may be vital later on.

Blom also highlighted how Kentucky’s model puts community first—not as an add-on, but as the foundation. Through a Full-Service Community Schools state scaling grant, Prichard is building upon the long-standing FRYSC model by implementing the community schools strategy in districts across the state. This expansion prioritizes collaborative leadership at the district level, deep community engagement, shared analysis of local data, and alignment between academic goals and non-academic supports.

Even just a year and a half into implementation, the results are striking and include a 46% increase in community-based organization participation, a nearly 10% increase in reading achievement, and just over a 10% increase in math achievement.

The key, Blom emphasized, is trusted relationships and a commitment to local solutions. Teachers can focus on instruction, not trying to shoulder the full weight of social services, because the community is at the table. “Our approach was not prescriptive, it was about bringing the community to the table ... deciding together what we want to do to make a difference.”

A Nonpartisan Strategy That Meets Local Needs

Across the conversation, a clear theme emerged from both states: community schools succeed because they are flexible, locally driven, and centered on real needs identified by students, families, and educators.

Both states stressed:

• local control,
• family engagement,
• partnerships with community organizations,
• alignment of resources across agencies,
• data-informed decision-making, and
• deep collaboration across political lines.

And importantly, both emphasized what community schools are not: a one-size-fits-all program. They are a strategy, not a program, and can be approached successfully in different ways.

Take California and Kentucky’s strategies for funding community schools. Kentucky’s ongoing support for FRYSCs through the state education funding formula differs from California’s one-time investment in competitive grants and technical assistance. Yet both are yielding positive outcomes for students and communities.

Community schools are gaining traction in states across the political spectrum—from California to Florida, Maryland to Idaho, Illinois to New Mexico. Whether in the largest state in the country or a largely rural one with strong traditions of local governance, community schools offer a path forward rooted in local solutions, strong parent and family partnerships, and research-based practices.