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It synthesizes findings on academic and behavioral benefits, potential gap reduction, and limited but positive economic returns, using rapid evidence review methods and Maryland-focused research examples.",{"@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 & 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Schools: An Overview of the Evidence  \nAngel Bohannon, Ph. D., Isis Owusu, MPP., Arvind Ilamaran, Ph. D., and Marc Hernandez, Ph. D.  \nCommunity schools can improve student outcomes and reduce racial and economic opportunity gaps, but implementation matters.  \nEffective community schools have four research-based components:1  \n1) Integrated student supports are wraparound services that address out-of-school barriers to learning, such as health and human services, job training, housing assistance and nutrition programs. These supports can address students’ non-academic needs and cultivate trusting relationships.  \n2) Expanded learning times and opportunities can involve afterschool, summer, and weekend programs that augment learning during the school year. These opportunities can provide additional time for students to learn, individualized support and mentoring, and real-world learning that helps students build connections with their communities.  \n3) Family and community engagement can build stronger, trusting relationships with parents and families. Family engagement strategies include involving parents and communities in school-level decision-making, actively involving parents in their child’s learning (e.g., homework help, volunteering), and providing adults with educational opportunities (e.g., computer skills) .  \n4) Collaborative leadership and practice is when teachers, staff, and others collectively make decisions and share responsibility around a shared vision of student learning. Strategies for fostering collaborative leadership include site-based leadership teams and teacher learning communities.  \nCommunity schools can lead to improvements in several student outcomes outlined in the Maryland Blueprint.2  \nMost research on community schools finds statistically significant, meaningful improvements in students’academic outcomes (e.g., GPA, test scores, high school graduation) and behavioral outcomes (e.g., attendance) . A research synthesis of 143 studies found that the evidence base for community schools meets all criteria of rigor required by the Every Student Succeeds Act.  \nSome research studies find that community schools are a promising strategy for reducing racial and economic opportunity gaps.3  \nCommunity schools typically serve low-income and students of color. Existing research also identifies some community school models that successfully reduced opportunity gaps (e.g., City Connects in Boston Schools) . This research suggests that community schools may close opportunity gaps for low-income families, dual-language learners, and students with disabilities.  \nExisting research on community schools' economic returns, although limited, suggests a positive return on investment.4  \nSchools providing wrap-around services and other supports provide social value and economic benefit that range from $3 to $15 for every dollar invested.  \nResearch on community schools in Maryland is promising but limited.5  \nRecent quantitative evidence on Baltimore community schools finds mostly positive behavioral outcomes, including higher attendance rates and lower chronic absence rates. Qualitative research in Baltimore finds that community schools provide academic, health, and social services to students and communities. Other qualitative research suggests that one area of growth is strengthening family engagement. However, more research is needed on Maryland community schools’ impact and implementation outside of Baltimore.  \nHigh-quality implementation is linked to improved student outcomes; existing research provides guidance on implementation.6  \nImplement all four components of effective community schools: 1) Integrated student  \nsupports, 2) Expanded learning time and opportunities, 3) Active family and community engagement; and 4) Collaborative leadership and practices.  \nEstablish a shared vision centered on teaching and learning","cbCaihbFJ6ZA4afY","https://ap.wps.com/l/cbCaihbFJ6ZA4afY","pdf",146623,"English","# Community Schools: An Overview of the Evidence\n## Effective Components of Community Schools\n## Evidence on Outcomes and Opportunity Gaps\n## Economic Returns and Maryland-Specific Findings\n## High-Quality Implementation Guidance\n## Methods for Rapid Evidence Review\n## References","[{\"question\":\"What four research-based components define effective community schools?\",\"answer\":\"Effective community schools include integrated student supports, expanded learning time and opportunities, active family and community engagement, and collaborative leadership and practices.\"},{\"question\":\"How do community schools affect student outcomes according to the research summary?\",\"answer\":\"Most research reports statistically significant, meaningful improvements in academic outcomes (e.g., GPA, test scores, graduation) and behavioral outcomes such as attendance.\"},{\"question\":\"What evidence is discussed regarding opportunity gaps and economic returns?\",\"answer\":\"Some studies suggest community schools are promising for reducing racial and economic opportunity gaps, and limited evidence indicates a positive return on investment, with social and economic benefits estimated at $3 to $15 per $1 invested.\"}]","Community Schools: An Overview of the Evidence - Research Brief | PDF",1792057007]