Advancing Rural Community Schools through University-Assisted Community School Partnerships

• In Event: Expanding Our Understanding: Research on Rural Community School Implementation

Abstract

Objective. This paper examines the development and impact of the Southeast Regional Coalition for University-Assisted Community Schools (SRCUACS), a collaborative initiative led by Duke University, North Carolina Central University (NCCU), East Carolina University (ECU), and supported by the University of Tennessee (UTK) as a member institution (SRCUACS webpage, 2025). The primary objective is to analyze how SRCUACS fosters sustainable partnerships between higher education institutions and community schools, with a focus on addressing the unique challenges faced by rural communities in the Southeastern United States. The paper will highlight six key strands of SRCUACS’s work: coalition building, storytelling, collective impact communities, leadership pipeline development, policy advocacy, and research dissemination.

Framework. The analysis is grounded in Participatory Action Research (Kemmis & McTaggart, 2000) and community-engaged scholarship that emphasize reciprocal partnerships and the interconnectedness of educational institutions with their broader sociopolitical contexts. This framework highlights the importance of equity, responsiveness, and imagination in sustaining University-Assisted Community School (UACS) initiatives. It also acknowledges the historical and contemporary challenges faced by rural communities in the Southeast, including resource disparities and systemic inequities (Lichter & Brown, 2011; Schept, 2022).
Methods and Data Sources. The paper employs a qualitative approach to explore SRCUACS’s strategies and outcomes. Key methods include:
• Collaborative Planning: Documentation of stakeholder engagement across universities, schools, and communities.
• Site Visits: Analysis of observations from UACS sites nationwide to identify best practices.
• Professional Learning Communities: Examination of interinstitutional research initiatives involving undergraduate students and faculty.
• Case Studies: Focused analysis of partnerships such as ECU’s collaboration with P.W. Moore Elementary School and the University of Tennessee and Morgan County School District.
These methods provide a comprehensive understanding of how SRCUACS adapts UACS frameworks to local contexts. The study draws on multiple data sources:
• Field notes and reports from site visits to UACS implementations across the U.S.
• Case study data from partnerships in rural NC and TN.
• Qualitative feedback from educators, students, families, and community leaders involved in SRCUACS initiatives.
• Policy analyses on public school support in Southeastern states.
• Archival materials from the Durham UACS Research Collective’s and the University of Tennessee’s UACS student-led research projects.

Findings. The findings reveal that SRCUACS has successfully:
• Established a regional coalition that bridges geographic, institutional, and sectoral divides.
• Developed six complementary strands of work to address systemic challenges in rural education.
• Strengthened university-community relationships through iterative learning and resource sharing.
• Enhanced capacity for storytelling as a tool for advocacy and knowledge dissemination.
These outcomes demonstrate SRCUACS’s ability to create responsive and sustainable UACS partnerships tailored to the needs of rural Southeastern communities.

Significance. This paper contributes to the growing body of literature on University-Assisted Community Schools by offering insights into how regional coalitions can address systemic inequities in rural education. By emphasizing collaborative learning spaces, policy advocacy, and leadership development, SRCUACS provides a replicable model for other regions seeking to implement UACS frameworks. The findings underscore the transformative potential of university-community collaborations in advancing equity and improving educational outcomes for underserved populations.

Authors

• Janine Al-Aseer, University of Tennessee

• Jerry Johnson, East Carolina University