[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-590630-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-590630-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","community-schools-a-promising-foundation-for-progress","Community Schools - A Promising Foundation for Progress","","Rising economic inequality and residential segregation have renewed attention to community schools as a place-based strategy that helps children learn and thrive in underresourced neighborhoods. The approach integrates academics with health and social services while strengthening youth and community development through partnerships. The article traces the history of community schools, highlights how racism and poverty shape learning barriers, and summarizes evidence on core “pillars” associated with high-quality implementation.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/community-schools-a-promising-foundation-for-progress/590630/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/community-schools-a-promising-foundation-for-progress/590630.png","ImageObject",300,407,{"name":42,"@type":43},"Stanley","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main purpose of community schools described in the document?","Question",{"text":62,"@type":63},"Community schools are presented as a place-based strategy that helps children learn and thrive by integrating academics with health and social services and fostering community engagement.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why has interest in community schools increased again?",{"text":67,"@type":63},"Economic inequality and residential segregation have driven renewed attention to community schools, especially in underresourced neighborhoods.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the article describe the research approach behind the community schools “pillars”?",{"text":71,"@type":63},"It synthesizes high-quality studies, drawing conclusions about which findings warrant confidence and identifying areas where evidence remains inconclusive.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},590630,1792625036,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":101,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Community Schools  \nA Promising Foundation for Progress  \nBy Anna Maier, Julia Daniel, Jeannie Oakes, and Livia Lam  \nI  \nncreasing economic inequality and residential segregation have triggered a resurgence of interest in community schools—a century-old approach to making schools places where children can learn and thrive, even in underresourced  \nand underserved neighborhoods. Community schools represent a place-based strategy in which schools partner with community  \nAnna Maieris a research and policy associate atthe Learning Policy Institute (LPI). Julia Daniel is a doctoral candidate at the University of Colorado Boulder. Jeannie Oakes is a senior fellow in residence at the LPI anda fellow at the National Education Policy Center. Livia Lam previously served as the senior policy advisor for the LPI and is now the legislative director for U.S. Senator Patty Murray. This article was excerpted with permission from their 2017 report, Community Schools as an Effective School Improvement Strategy: A Review of the Evidence, which is avail[able at www.bit.ly/2HaQzJ9. The authors wish to thank LPI senior fellow](able at www.bit.ly/2HaQzJ9. The authors wish to thank LPI senior fellow)[ ](able at www.bit.ly/2HaQzJ9. The authors wish to thank LPI senior fellow)[David Kirp for his thoughtful assistance with the report](David Kirp for his thoughtful assistance with the report).  \nagencies and allocate resources to integrate a focus on academics, health and social services, and youth and community development, and also foster community engagement.1 Many operate on all-day and year-round schedules, and serve both children and adults.  \nAlthough this strategy is appropriate for students ofall backgrounds, many community schools arise in neighborhoods where structural forces linked to racism and poverty shape the experiences of young people and erect barriers to learning and school success. These are communities where families have few resources to supplement what typical schools provide.  \nHere we chronicle the history of community schoolsandidentify the common features, or “pillars,” that are associated with high-quality community schools.* This article is drawn from“Community Schools as an Effective School Improvement Strategy: A Review of the Evidence,” a report that examined 143 research studies (including 49 reviews of research) on community  \n*For more on how partnerships connect communities and schools, see “Where It All Comes Together” and “Cultivating Community Schools” in the Fall 2015 issue of American Educator, available [at www.aft.org/ae/fall2015](at www.aft.org/ae/fall2015) .  \nILLUSTRATIONS BY DANIEL BAXTER  \nAMERICAN EDUCATOR | SUMMER 2018 17  \nschool characteristics, along with evaluation studies of community schools as a comprehensive strategy.* For each pillar, we synthesized high-quality studies that used a range of research methods, drawing conclusions about the findings that warrant confidence while also pointing to areas in which the research remains inconclusive.  \nA Brief History of Community Schools as a Response to Poverty and Inequality  \nEducators, community leaders, and advocates have long viewed community schools as a powerful, comprehensive response to the needs of neighborhoods experiencing poverty and racial isolation. The approach can be traced back to early 20th-century efforts to make urban schools “social centers” serving multiple social and civic needs.2 With increasing industrialization, immigration, and urbanization, the socioeconomic shifts ofthe late 19th century created new roles for public institutions to address the needs of the urban poor. Social reformers looked to schools to be social centers that could help address these needs, teach what the reformers deemed “wholesome” community values and proper hygiene, and act as sites for open discussion with people from various class backgrounds and political orientations.  \nThe next wave of support for community schooling came in the 1930s, as soci","cbCaid2xnmXsochg","https://ap.wps.com/l/cbCaid2xnmXsochg","pdf",332364,"English","# A Brief History of Community Schools as a Response to Poverty and Inequality\n## Place-based strategy and core features (“pillars”)","[{\"question\":\"What is the main purpose of community schools described in the document?\",\"answer\":\"Community schools are presented as a place-based strategy that helps children learn and thrive by integrating academics with health and social services and fostering community engagement.\"},{\"question\":\"Why has interest in community schools increased again?\",\"answer\":\"Economic inequality and residential segregation have driven renewed attention to community schools, especially in underresourced neighborhoods.\"},{\"question\":\"How does the article describe the research approach behind the community schools “pillars”?\",\"answer\":\"It synthesizes high-quality studies, drawing conclusions about which findings warrant confidence and identifying areas where evidence remains inconclusive.\"}]","Community Schools - A Promising Foundation for Progress | PDF",1792070089,15]