Understanding the impact of the statewide initiative for community schools in Maryland

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

Abstract

Objectives
This study investigates the early impacts of Maryland’s rapid expansion of community schools under the Blueprint for Maryland’s Future, a legislative mandate passed in 2021. With community schools now comprising over 40% of public schools in the state, the research aims to evaluate whether the initiative is associated with measurable improvements in student attendance and school climate during its early implementation phase.
Theoretical Framework
The study is grounded in a whole-child equity framework, which emphasizes the importance of integrated supports, positive school climate, and place-based strategies in advancing educational opportunity. It also responds to the policy context: as states increase investment in community school models, timely evidence is needed to inform decision-making and assess return on investment.
Methods and Data
Two parallel analyses were conducted using publicly available administrative data. The first used multi-level linear regression to examine differences in chronic absenteeism and average daily attendance between community schools and non-community schools. The second employed linear regression to assess differences in school climate scores. Both models controlled for school-level covariates including enrollment size, percentage of students eligible for free or reduced-price meals (FARMS), and student mobility rates.
Data were sourced from the state’s public education datasets, including school-reported attendance data and statewide school climate survey results. The sample included all public schools operating during the 2024–2025 academic year, enabling comparisons between schools designated as community schools under the Blueprint and those that were not.
Results and Conclusions
Findings (see Appendix B) from the attendance analysis showed that community schools experienced significantly lower rates of chronic absenteeism and higher average daily attendance compared to non-community schools. The school climate analysis revealed more positive student perceptions in community schools across multiple dimensions, particularly regarding student engagement and academic and behavioral supports. These initial findings suggest that Maryland’s statewide investment is beginning to improve key conditions associated with student learning and development.
Scholarly Significance
This study contributes to the emerging national literature on the effectiveness of community schools at scale. While many prior evaluations have focused on local initiatives, this research provides one of the first empirical analyses of a statewide community school mandate using administrative and climate survey data. The findings demonstrate the feasibility of using existing state data systems for program evaluation and highlight the potential of community school strategies to improve foundational student outcomes. As Maryland continues to implement the Blueprint, ongoing research will explore additional outcomes such as teacher retention, graduation rates, and broader community impacts.

Authors

• Jessica Shiller, Towson University

• Rachel E. Durham, Notre Dame of Maryland University

• Claudia L. Galindo, University of Maryland

• Janae McDowell, Towson University