A Mixed-Methods Implementation and Impact Study of the Los Angeles Community Schools Initiative

• In Event: Evaluating the Impact of Community Schooling: Comparing Methodologies and Findings Across States

Abstract

Objectives
This study examines the implementation and early outcomes of a large urban school district’s Community Schools Initiative (CSI), launched to address students’ holistic needs through the four key pillars of the community school model. The initiative began with a board resolution passed in 2017 and expanded in 2019 with the selection of the first cohort of schools. As of 2024, the initiative includes 55 community schools across multiple cohorts. This research explores implementation drivers and barriers and assesses early program impacts on student outcomes.
Theoretical Framework
The CSI model follows a four-pillar framework: (1) integrated student supports, (2) expanded and enriched learning time and opportunities, (3) family and community engagement, and (4) collaborative leadership and practice. Each school begins implementation with an Assets and Needs Assessment that involves stakeholders—including students, families, educators, and community partners—in identifying school-specific strengths and areas for growth. This context-sensitive, participatory approach is designed to foster local ownership and improve resource allocation and outcomes.
Methods and Data
The district partnered with an external research organization (blinded for review) to conduct a mixed-methods study over three academic years (2023–2024 through 2025–2026). Data sources include an original survey administered annually to all Community School Coordinators; annual interviews with Coordinators and community-based service partners; observational site visits at all schools in the sample; and a quasi-experimental analysis of administrative data using a matched comparison group.
Quantitative data include district administrative records on school-level outcomes. Qualitative data sources include interviews, surveys, and observational data from school site visits. Survey and interview data center on implementation progress and context-specific experiences of Coordinators and community partners.
Results and Conclusions
Preliminary analyses indicate that key facilitators of successful implementation include the Community School Coordinator’s prior experience in the school and surrounding community, as well as principal support for the community school approach. Identified barriers include conflicting district priorities that sometimes constrain Coordinators’ autonomy and ongoing communication challenges with families and caregivers, which limit efforts to build collaborative school communities. Early outcome analyses using school-level administrative data and a matched comparison group showed no statistically significant differences between community schools and comparison schools on student achievement or attendance after one year. However, further impact analyses using student-level data across two additional years are forthcoming.
Scholarly Significance
This study provides both LAUSD and nation-wide community schools programs with high-quality, actionable research about effective implementation strategies of the traditional four-pillar approach to community schools. This study can serve as a methodological example of conducting a comprehensive, mixed-method implementation and impact study of community schools programs.

Authors

• Lauren Covelli, RAND Corporation

• Isaac Opper, RAND Corporation

• Sabrina Lee

• Susannah Faxon-Mills, RAND Corporation