Next Article in Journal
Reflective Practice in Healthcare Education: An Umbrella Review
Next Article in Special Issue
Categories, Boundaries, and Bridges: The Social Geography of Schooling and the Need for New Institutional Designs
Previous Article in Journal
MOOCs as Change Agents to Boost Innovation in Higher Education Learning Arenas
Previous Article in Special Issue
Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2016, 6(3), 26; doi:10.3390/educsci6030026

“We’re One Team”: Examining Community School Implementation Strategies in Oakland

John W. Gardner Center for Youth and Their Communities, Stanford Graduate School of Education, 365 Lasuen Street, Stanford, CA 94305-2068, USA
*
Author to whom correspondence should be addressed.
Academic Editor: Hal A. Lawson
Received: 1 May 2016 / Revised: 19 July 2016 / Accepted: 27 July 2016 / Published: 8 August 2016
View Full-Text   |   Download PDF [1052 KB, uploaded 8 August 2016]   |  

Abstract

The community school model posits that the traditional school model is not sufficient to overcome the role of poverty in equitable access to learning, and that improving student achievement requires addressing the needs of the whole child. By leveraging community partnerships to address student barriers to learning and shift relationships between schools, families, and community, the community school model represents an expanded vision of what schools are, who they include, and what they are responsible for. This paper aims to improve our understanding of community school implementation, based on qualitative research in five community schools in Oakland, California. We apply the Children’s Aid Society’s framework of four community school capacities including: (1) comprehensiveness; (2) collaboration; (3) coherence; and (4) commitment (Lubell, 2011) in our analysis. We find evidence of a collaborative culture, in which school and community partner staff worked together across traditional boundaries to serve students. Schools showed signs of coherence of vision and goals, and alignment of services and supports with the instructional core of the school. Community school strategies not only provided important school-based services but also represented an expansion of the traditional school model by leveraging and aligning community partners to improve student outcomes. View Full-Text
Keywords: community schools; education policy; school improvement; community partnerships community schools; education policy; school improvement; community partnerships
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Fehrer, K.; Leos-Urbel, J. “We’re One Team”: Examining Community School Implementation Strategies in Oakland. Educ. Sci. 2016, 6, 26.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top