Community Engagement Through Partnerships: Lessons Learned From a Decade of Full-Service Community School Implementation

• In Event: Meeting Educational Responsibility Through Research on Full-Service Community Schools

Abstract

Objective: This case study examines community school models in two Indianapolis neighborhoods -- Near West Side and Martindale Brightwood. The study compares the models used in both communities, and shares lessons learned from a decade of their implementation in an urban school district.

Perspective: We define community schools as a place-based strategy, where schools serve as the fulcrum for partners and community agencies that allocate resources to provide an integrated focus on academics, health, social services, youth and community development, and community engagement (Blank, Melville, & Shah, 2003). Within these schools, decisions about school-based and school-linked programs belong to administrators, teachers, parents, and community partners (Dryfoos, Quinn, & Barkin, 2005). The theoretical framework for the case study centers on Bryk’s model for organizing schools and the five essential elements that influence their effectiveness: 1) school leadership, 2) parent and community ties, 3) professional capacity of the faculty, 4) school learning climate, and 5) coherent instructional guidance (Bryk et al., 2010). We also draw on the pillars of effective FSCSs described by Oakes, Maier, and Daniel (2017).

Method and Data Sources: The participants in this study include principals, teachers, and community partners from two urban neighborhoods. The qualitative data include responses from semi-structured interviews with principals and teachers, school needs assessment surveys, five focus group interviews with community partners, observations and minutes from the eight quarterly partner meetings, and data from five federal performance-based reports. Content analysis was employed to draw generalizations from these qualitative data regarding similarities and differences in community school implementation and outcomes.

Results: The findings of this longitudinal case study document successes and challenges in maintaining fidelity to the community school model within changing school and district administrative structures. While the two communities were similar in size, the community school models varied in leadership and sustainability. Analysis of their similarities and differences generated five lessons vis-à-vis the implementation of community schools in urban centers: 1) change is constant; 2) collaboration must aim at collective impact; 3) consistency and stability between organizers and partners are essential; 4) communication is the foundation of an active community school; 5) climate and culture define success.

Significance: This study thus advances our knowledge of community school models within an urban context. Specifically, it describes the relationships, collaboration, and organizational cultures that drive and sustain improvement. The paper also deepens our understanding of the challenges facing community schools amidst leadership and teacher churn in a district seeking school innovation.

Authors

• Monica A. Medina, Indiana University Purdue University Indianapolis

• Jim Grim, Indiana University - IUPUI

• Gayle S Cosby, Indiana University - Indianapolis