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Community schools, which feature integrated student supports, expanded learning time, family and community engagement, and collaborative leadership, can be a successful strategy for improving schools under the Every Student Succeeds Act (ESSA). That’s the conclusion of this research review, based on an analysis of over 100 studies. This brief, published jointly by the Learning Policy Institute and the National Education Policy Center, discusses the four key features of community schools and offers guidance to support school, district, and state leaders as they consider or implement a community school intervention strategy in schools targeted for comprehensive support.
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This online research compendium summarizes studies and program evaluations referenced in the report, Community Schools as an Effective School Improvement Strategy: A Review of the Evidence. It is intended to serve as a resource for policymakers, practitioners, and researchers who are interested in the evidence base for community schools.
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Community schools can be a successful strategy for improving schools under the federal Every Student Succeeds Act (ESSA), according to a policy brief released by the National Education Policy Center and the Learning Policy Institute. The brief, Community Schools: An Evidence-Based Strategy for Equitable School Improvement, finds that community schools, an increasingly popular school improvement strategy, are strongly supported by research evidence, as required by ESSA.
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Community schools serve as a neighborhood hub, where both students and their families can receive medical, dental, and psychological services and other supports in partnership with local organizations. Research shows that such schools can have an outsized impact, including cutting the achievement gap and absentee rates.
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The new Every Student Succeeds Act offers states flexibility to create new approaches to school accountability and to design appropriate interventions for schools in need of assistance. This brief provides an overview of four commonly used interventions that, when well implemented, have been shown to increase opportunities and improve performance, particularly for historically underserved students. It also identifies the conditions under which they have been effective.
LPI’s Center for School and System Redesign supports research, practice initiatives, and policy strategies that can transform educational systems to respond to the needs of young people for an equitable and empowering education in our rapidly changing world.
The Shared Learning Initiative builds the capacity of California communities to advance more equitable and racially just school systems through partnerships with school and district leaders.
To help inform California’s systemic shifts towards whole child education, the Learning Policy Institute provides critical and timely research across several key issue areas.
Following a major court decision requiring more adequate and equitable school funding in New Mexico, the Learning Policy Institute conducted research to support the development of a new, equitable and high-quality system of education.
Evidence shows that adequate and equitable financing of public schools improves a range of outcomes for all students, yet disparities in school funding shortchange many children in the United States.
