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With community partners, the initiative strategically connected teachers, families, afterschool programming, and community services to strengthen student and family wellbeing. A baseline and four-year follow-up study compared stakeholder perceptions, showing increased family engagement, improved school climate, more school–community partnerships, and shifting expectations about academic achievement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/successes-challenges-and-future-directions-for-an-urban-full-service-community-schools-initiative/600971/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/successes-challenges-and-future-directions-for-an-urban-full-service-community-schools-initiative/600971.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Providence Full Service Community Schools (PFSCS) initiative?","Question",{"text":112,"@type":113},"PFSCS is a comprehensive school reform model developed after a multiyear federal grant, designed to connect teachers, families, afterschool programming, and community services through community partnerships.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did stakeholders’ perceptions change after four years?",{"text":117,"@type":113},"Respondents reported increased family engagement, improved climate in PFSCS schools, and more school–community partnerships.",{"name":119,"@type":110,"acceptedAnswer":120},"Did PFSCS improve academic achievement and test scores as expected?",{"text":121,"@type":113},"Findings suggested stakeholders’ perceptions shifted regarding academic achievement; some were disappointed because a direct link to improved test scores was not found, though the community still valued the work and wanted expansion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600971,1792209159,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Successes, Challenges, and Future Directions for an Urban Full Service Community Schools Initiative  \nEducation and Urban Society 2019, Vol. 51(7) 894–921 © The Author(s) 2017  \nArticle reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/0013124517747032](DOI: 10.1177/0013124517747032)[ ](DOI: 10.1177/0013124517747032)[journals.sagepub.com/home/eus](journals.sagepub.com/home/eus)  \nJeffrey Alvin Anderson 1, Ming-E Chen 1, Mina Min 1, and Lara L. Watkins2  \nAbstract  \nAfter receivinga multiyearfederalgrant,an urbanschooldistrictandcommunity agency that focused on family literacy implemented a comprehensive school reform initiative called Providence Full Service Community Schools (PFSCS). A host of community partners collaborated to develop the PFSCS model with the broad goal of strategically connecting teachers, families, afterschool programming, and community services, as a method for improving the wellbeing of students in participating schools and their families. This article compares findings from a baseline and 4-year follow-up study of the PFSCS, documenting changes in stakeholder perceptions about the project. In the follow-up study, respondents noted increased family engagement and improved climate in PFSCS schools, along with more school–community partnerships. Findings also suggested stakeholder perceptions had changed regarding the extent to which the PFSCS was expected to improve academic achievement. Specifically, although some stakeholders were disappointed that a direct link between the PFSCS and improved test scores had not been  \n1 Indiana University, Bloomington, USA  \n2Bridgewater State University, MA, USA  \nCorresponding Author:  \nJeffrey Alvin Anderson, School of Education, Indiana University, 201 N. Rose Ave., Bloomington, IN 47405, USA.  \nEmail: [jander2@indiana.edu](jander2@indiana.edu)  \nfound, findings also indicated that overall, the community continued to value the work and desired to see the program expand.  \nKeywords  \nfull service community schools, urban education, school improvement, educational reform  \nEducators, researchers, family advocates, and policymakers have argued that some urban schools are so underresourced that, without sustained support from community social service agencies and the authentic involvement of families, these schools will be unable to create the necessary conditions to overcome the negative effects poverty can have on academic achievement (Dryfoos, 2000; Harris & Wilkes, 2013; Tagle, 2005) . Researchers have documented that schools in economically and otherwise disadvantaged circumstances often have less access to quality academic programming that includes comprehensive social and family supports (e.g., Anderson, 2016; Evans, 2004). Thus, calls for more and better partnerships between schools and communities to support disadvantaged neighborhoods have continued to grow (e.g., Adelman & Taylor, 2006a; Adelman & Taylor, 2006b; Anderson, 2011; Conwill, 2003; National Center for Mental Health in Schools [NCMHS] in the Department of Psychology at UCLA, 2016) . Moreover, although opportunities for supplementary educational supports (e.g., tutoring) and family assistance (e.g., caregiver literacy programs) have increased, comprehensive school–community partnerships continue to lag behind need (Center for Mental Health in Schools [CMHS], 2008) . Such challenges have fueled thereemergence and evolution of the “community schools”model as an approach to better coordinate schools with local community resources and social service agencies (Blank, Melaville, & Shah, 2003) .  \nThe community schools concept was first popularized in the early 20th century when John Dewey described schools as miniature communities where real-life experiences could be provided to allow students to learn the skills needed to become successful adults (Dryfoos, 2002) . In that same era, Jane Addams and the Settlement Hous","cbCais9i6XlQnn3l","https://ap.wps.com/l/cbCais9i6XlQnn3l","pdf",412750,28,"English","# Abstract\n## Providence Full Service Community Schools (PFSCS) overview\n## Baseline and 4-year follow-up findings\n## Stakeholder perceptions and expectations for academic achievement","[{\"question\":\"What is the Providence Full Service Community Schools (PFSCS) initiative?\",\"answer\":\"PFSCS is a comprehensive school reform model developed after a multiyear federal grant, designed to connect teachers, families, afterschool programming, and community services through community partnerships.\"},{\"question\":\"How did stakeholders’ perceptions change after four years?\",\"answer\":\"Respondents reported increased family engagement, improved climate in PFSCS schools, and more school–community partnerships.\"},{\"question\":\"Did PFSCS improve academic achievement and test scores as expected?\",\"answer\":\"Findings suggested stakeholders’ perceptions shifted regarding academic achievement; some were disappointed because a direct link to improved test scores was not found, though the community still valued the work and wanted expansion.\"}]","Successes, Challenges, and Future Directions for an Urban Full Service Community Schools Initiative | PDF",1792091726,71]