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.
Table of Contents
Introduction: Expanding Knowledge for a New Era of Full-Service Community Schools by Mavis G. Sanders and Claudia L. Galindo
1. A Comparative Analysis of the Impact of a Full-Service Community School on Student Achievement by Stephen J. Caldas, Diane W. Gómez, and JoAnne Ferrara
2. Student Attendance: A Persistent Challenge and Leading Indicator for Baltimore’s Community School Strategy by Rachel E. Durham, Jessica Shiller, and Faith Connolly
3. A Question of Necessity or of Equity? Full-Service Community Schools and the (mis)Education of Black Youth by Maxine McKinney de Royston and Tia C. Madkins
4. The Role of Teachers in Transforming an Urban Full-Service Community High School: Exploring Processes of Change by Mavis G. Sanders and Claudia L. Galindo
5. Community Engagement through Partnerships: Lessons Learned from a Decade of Full-Service Community School Implementation by Monica A. Medina, Gayle Cosby, and Jim Grim
6. Sustaining Full-Service Community Schools: Lessons from the Tulsa Area Community Schools Initiative by Curt M. Adams
Conclusion: Working Toward Educational Equity and the Sustainability of Full-Service Community Schools by Claudia L. Galindo and Mavis G. Sanders
Mavis G. Sanders is Professor of Education and Affiliate Professor for the doctoral program in Language, Literacy, and Culture at the University of Maryland, Baltimore County (UMBC), US.
Claudia L. Galindo is Associate Professor in the Education Policy and Leadership program at the University of Maryland, College Park, US.
Editors Sanders and Galindo have long studied school–community partnerships and understand the issues well. Together, they assemble a group of researchers, who have been studying the implementation and impact of community schools for years, that author chapters to help the broader field of practitioners and researchers understand what we know about the various aspects of community schools. […] In addition to expected studies examining student achievement and attendance, the book pushes into less studied areas of community schools such as equity, Black youth, and the role of teachers. Community schools are multidimensional; this book encourages researchers to look at less-examined elements in order to better understand the complete strategy.
Reuben Jacobson, Director of Education Policy and Leadership Program & Senior Professorial Lecturer, School of Education, American University, USA.