Children living in poverty face many obstacles outside the classroom that can hinder their success in the classroom. The advent of accountability-based school reform has pushed many high-poverty schools to focus on providing effective instruction and meeting high academic standards. Numerous schools have made progress in these areas but few have been adequately equipped with the tools needed to confront external learning obstacles related to poverty.

A small but growing number of “community schools” have bridged the gap between the provision of antipoverty services and an excellent academic program. Community school partnerships can complement proven school improvement strategies—effective teachers, challenging curriculum, and expanded learning time. These partnerships also allow teachers, principals, and staff to concentrate on what’s happening in the classroom with the knowledge that students’ “outside” needs are being addressed.

A new report by the Center for American Progress provides an overview of community school strategies in the United States and how community schools can decrease poverty’s detrimental effect on students. It highlights the examples where research shows community schools have had the most success. It will also review England’s extended school model and suggest how the United States can expand community schools based on England’s experience.

Although community schools in the United States are limited in number, lessons can be gleaned from some successful initiatives throughout the country.

• Each community school needs a strong academic program at its center, no matter how comprehensive the nonacademic services are. Afterschool and all other extracurricular programming should complement the school’s central academic mission.
• Principals, teachers, and other staff must be trained and willing to collaborate with outside organizations in order to maximize learning.
• Partnering nonprofits or agencies should dedicate an onsite employee of their organization as a full-time resource coordinator to operate as a contact point between the school and organization, students, parents, and other community members.
• Parents, school staff, community members, and other stakeholders play an integral role in determining the services that are most in need at a community school. Parent and community involvement in planning a community school can ensure that services are utilized improve student outcomes.
• Consistent, quality evaluations can help community schools determine the strengths and weaknesses of their services and programs and prevent schools from becoming stuck in nonproductive partnerships.

Read the full report (pdf)
Download the executive summary (pdf)
Interactive Map: Profiles of Community Schools
Video: A Primer on Community Schools