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ERIC Number: ED574713
Record Type: Non-Journal
Publication Date: 2017-Jun
Pages: 29
Abstractor: ERIC
Community Schools: An Evidence-Based Strategy for Equitable School Improvement
Oakes, Jeannie; Maier, Anna; Daniel, Julia
National Education Policy Center
This brief examines the research on community schools, with two primary emphases. First, it explores whether the 2015 federal Every Student Succeeds Act (ESSA) opens the possibility of investing in well-designed community schools to meet the educational needs of low-achieving students in high-poverty schools. And second, it provides support to school, district, and state leaders as they consider, propose, or implement a community school intervention in schools targeted for comprehensive support. The brief is drawn from a larger research review, available at This review shows that the evidence base on well-implemented community schools and their component features provides a strong warrant for their potential contribution to school improvement. Sufficient evidence meeting ESSA's criteria for "evidence-based" approaches exists to justify including community schools as part of targeted and comprehensive interventions in high-poverty schools. This evidence also supports community schools as an approach appropriate for broader use. Policymakers who want to incorporate a community schools strategy into their ESSA state plans--as well as other plans for state and local school improvements--can benefit from the research-based lessons presented in this brief. (A list of notes and references is included.)
National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: Policymakers; Practitioners
Language: English
Sponsor: Great Lakes Center for Education Research and Practice; Ford Foundation; Sandler Foundation
Authoring Institution: University of Colorado at Boulder, National Education Policy Center; Learning Policy Institute
Grant or Contract Numbers: N/A