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Oakland International High School is a sanctuary for recently arrived immigrant students, preparing them academically and linguistically for their new lives in the United States. Through its community school infrastructure, commitment to supporting the whole child, and explicit focus on English language acquisition and preparation for college, the school is raising expectations and expanding opportunities for its students.
Marisa SaundersLorea MartínezLisa FlookLaura E. Hernández
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Teachers created Social Justice Humanitas Academy (SJ Humanitas) envisioning a school that would “not only be a place of learning, but also a resource for the community.” Thus, they designed a community school that would bring together local resources, incorporate collaborative structures, and support students. The practices implemented at SJ Humanitas support whole child education to advance outcomes and support student well-being in alignment with the science of learning and development.
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Community schools is an evidence-based approach that helps school staff and community members respond quickly and effectively to support children and young people who face barriers to educational success from poverty and cultural marginalization. New research in New Mexico examines how state policies can support community schools, both in the long term and as the state recovers from the COVID-19 crisis.
Linda Darling-HammondAbby SchachnerAdam K. Edgerton Aneesha Badrinarayan Jessica CardichonPeter W. Cookson, Jr.Michael GriffithSarah KlevanAnna MaierMonica Martinez Hanna MelnickNatalie Truong Steve Wojcikiewicz
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The disruption to education caused by the pandemic presents an opportunity for policymakers and educators to seize the moment to reimagine schooling using safe, equitable, and student-centered approaches. This framework provides research, state and local examples, and policy recommendations for 10 key areas of education.
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The disruption to education presents an opportunity for policymakers and educator to seize the moment to reimagine schooling using safe, equitable, and student-centered approaches. A new, comprehensive framework by the Learning Policy Institute outlines how policymakers and education leaders can address the pressing question of how to reopen schools safely, effectively, and equitably to serve the needs of the whole child.
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Community schools are an evidence-based approach to advance whole child education by offering integrated student supports, expanded and enriched learning time, family and community engagement, and collaborative leadership and practices. Local government and nonprofit agencies in two California counties—Los Angeles and Alameda—have effectively provided technical assistance to support community school initiatives. Evidence shows that technical assistance from county offices and nonprofit agencies can be a powerful element of successful community schools.
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COVID-19 has disrupted learning for nearly all of the country’s 50.8 million public schools students and those hit the hardest are the nation’s most marginalized students. During the disruption, community schools have proven to be highly effective at assessing needs and mobilizing supports for students and families. As policymakers look to the future, this is an approach they can consider.
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Oakland Unified's school-based health centers, part of the district's full-service community schools initiative, are a trusted source of information and services for students and families in the district. This institutional trust is essential to providing care in "typical" times, and became even more critical when schools closed due to the COVID-19 crisis, enabling staff to identify and support both ongoing and emerging student and family needs.
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A community schools initiative, launched by the Los Angeles County Office of Education in September 2019, provides personnel, infrastructure, and funding support for 15 high schools throughout the county. The structures and relationships developed as a result of the initiative enabled schools’ rapid response to support students and families during the COVID-19 crisis.
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Community schools create opportunities for engaged and rigorous learning rooted in the assets and needs of students, families, and the larger community. As COVID-19 forced schools to close and shift to distance learning, teachers at two Los Angeles community schools adapted and created community-based learning projects that address issues currently affecting students’ lives.