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Education policymakers working to address the impacts of growing economic and racial inequality on students often look to community schools as an effective approach for supporting students and their families in communities facing concentrated poverty. This report, which synthesizes findings from 143 rigorous research studies, finds community schools can improve outcomes for all students, and especially those facing lack of access to high-quality schools and out-of-school barriers to learning.
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Education policymakers working to address the impacts of growing economic and racial inequality on students often look to community schools as an effective approach for supporting students and their families in communities facing concentrated poverty. This brief and related report synthesizes findings from 143 rigorous research studies and finds that community schools can improve outcomes for all students, especially those facing lack of access to high-quality schools and out-of-school barriers to learning.
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Growing economic and racial inequality are impacting many children’s health and welfare, as well as educational and life success. To address these inequalities, policymakers increasingly look to community schools as an effective approach for supporting students and their families in neighborhoods facing concentrated poverty. A new study from the Learning Policy Institute finds that, when implemented well, these schools help students overcome such challenges, improving their educational outcomes by removing out-of-school barriers to learning.
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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, 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.
Hanna MelnickChanna Cook-HarveyLinda Darling-Hammond
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How can schools be encouraged to help students develop socially and emotionally and to foster positive school environments in the context of new accountability under the Every Student Succeeds Act? This report provides a framework for considering how measures of social and emotional learning (SEL) and school climate may be incorporated into an accountability and continuous improvement system.
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As states develop new accountability and improvement systems under the Every Student Succeeds Act, a new report examines ways that social and emotional learning and school climate can be included.
Hanna MelnickChanna Cook-HarveyLinda Darling-Hammond
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The Every Student Succeeds Act provides an important opportunity for states to broaden the definition of student success to include measures of students’ social-emotional, as well as academic, development. This brief describes how states might measure and promote social and emotional learning (SEL) in their accountability and continuous improvement plans.
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Since our November 8th election, educators across the country have been stunned by the increase in racial slurs, bullying, and graffiti featuring swastikas and hate speech on campuses, emulating what children saw and heard in the presidential campaign. While deeply disturbing, the explicitness and widespread public eruption of hate speech of all kinds gives us a direct opportunity to create a curriculum of civility and caring, and to unseat the tacit bigotry that is often under the surface in schools.
