The purpose of this mixed-method research study was to explore the Full Service Community Schools strategy in the first phase of implementation within two participating elementary schools. Throughout this process, the researcher conducted an examination of the critical attributes of highly effective Full Service Community Schools. Identifying the conditions and impact of Full Service Community Schools on student achievement also determined the degree to which the strategy was implemented within the Pleasantville Schools District. In order to achieve the purpose of this mixed-method research, the following questions were examined: 1) What are the critical attributes of a highly effective Full Service Community School? 2) To what extent does the implementation of Full Service Community Schools impact the conditions for learning? 3) To what extent does the implementation of Full Service Community Schools improve student achievement? Qualitative and quantitative data were examined to gather a robust view of the Full Service Community School process. This study utilized one-on-one interviews, surveys, archival data, and document reviews to examine the implementation process. The main findings of this study revealed: the schools demonstrated care and concern for the students, various elements of the conditions for learning were present within the schools, and the role of external partnerships were of significant value to the schools in the provision of services.

Originally published as a special issue of the Journal of Education for Students Placed at Risk, this expanded text provides new insights into the successful, sustained implementation of Full-Service Community Schools (FSCSs) in the United States. Reviewing the Success of Full-Service Community Schools in the US documents the experiences of students, teachers, and communities involved in the establishment and growth of FSCSs. By considering how successful this reform strategy has been in meeting the needs of underserved communities, the text illustrates the potential these schools have to transform students’ learning and outcomes. In particular, the studies illustrate the value these schools have in supporting low-income students and students of color. At the same time, by interrogating the defining pillars of FSCSs – expanded learning opportunities, integrated services, family and community engagement, and collaborative leadership – chapters identify challenges that if left unattended, could limit the transformative potential of this reform strategy. This groundbreaking text will be of great interest to graduate and postgraduate students, researchers, academics, professionals, and policy makers in the fields of Educational Change and School Reform, Multicultural Education, Sociology of Education, Education Policy, and School Management and Administration.

Oakland is home to one of the most demographically diverse populations in the country, with residents of different racial, ethnic, national, linguistic, and other cultural groups. In response to these vast disparities, in 2010, Oakland Unified School District (OUSD) launched an initiative to transform all district schools into full service community schools. OUSD's efforts are consistent with broader trends in education reform to improve student outcomes. Nationally, as research has shown that students living in poverty face numerous obstacles to educational success, community schools are increasingly being utilized as a strategy to address educational inequities. The community school model is characterized by well-coordinated partnerships between schools and community-based organizations to deliver integrated services designed to improve the well-being of children and families and promote student academic success. This document, along with a series of accompanying briefs, present findings from the first year of a planned three-year study of Oakland community schools. As OUSD continues to increase its number of community schools, leaders aim to document and assess their current efforts with an eye to improving policies and practices that will help all schools reach the initiative's goals. To this end, OUSD engaged the John W. Gardner Center for Youth and Their Communities (Gardner Center) at Stanford University in a collaborative partnership to assess these early efforts and distill key lessons to support scale-up. During this first study year, the Gardner Center, together with OUSD, identified five community school sites, representing a range of elementary, middle, and high schools, for in-depth research. These schools, considered by district staff as relatively mature community school sites, were selected to offer lessons regarding implementation of the complex constellation of services that community schools offer, the organizational structures that sustain these services, and the implications for teaching and learning in schools. During Spring 2015, Gardner Center researchers interviewed the principal, teachers, partner agency staff, and the community school manager at each site. They also analyzed administrative data for each of the five sites to examine school-level trends over time. [The Gardner Center would like to acknowledge our OUSD partners as well as the Kaiser Foundation Hospital Fund for Community Benefit Programs at East Bay Community Foundation for their support. For the main report, "Oakland Unified School District Community Schools: Understanding Implementation Efforts to Support Students, Teachers, and Families," see ED573279. For the accompanying Knowledge Briefs, "Teaching and Learning in Oakland Community Schools. Knowledge Brief,"see ED573277; for "Organizational Structures to Support Oakland Community Schools. Knowledge Brief," see ED573281; and for "Integrated Services and Supports in Oakland Community Schools. Knowledge Brief," see ED573283.].

Full-Service Schools describes the movement to create an array of integrated support services in schools. It examines the declining welfare of many American families and prescribes solutions for the problems of increased sex, drugs, violence, and stress among youth.

Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

(published in cooperation with the Laboratory for Student Success)

This current era of high stakes testing, accountability, and shrinking educational budgets demands that schools seek bold and innovative ways to build strong learning environments for all students. Community involvement is a powerful tool in generating resources that are essential for educational excellence. Building School-Community Partnerships: Collaboration for Student Success emphasizes the importance of community involvement for effective school functioning, student support and well-being, and community health and development. This sharp, insightful book serves as an excellent resource for educators seeking to establish school-community partnerships to achieve goals for their schools and the students, families, and communities they serve. Schools can collaborate with a wide variety of community partners to obtain the resources they need to achieve important goals for students’ learning. Some of these partners may include: - Businesses and corporations - Universities and other institutions of higher learning - National and local volunteer organizations - Social service agencies and health partners - Faith-based organizations and institutions Work successfully with community partners to improve school programs and curricula, strengthen families, and expand your students’ learning experiences!