This month I delivered two presentations on community
schools at the American Educational Research
Association (AERA) annual meeting in Vancouver, B.C. The AERA meeting is
the largest convening of education researchers from around the globe. I was
very excited that AERA accepted two community school papers we submitted. I was
especially pleased that an entire session on community schools was accepted for
the Family, School, Community Partnerships division. Getting a paper accepted
is rare since so many researchers submit proposals. I think our acceptance
signifies that researchers and others are paying increasing attention to the
growing community schools strategy.
We organized a well-attended symposium on community schools
research titled, “Community Schools: Collective Trust, Collective Action, and
Collective Impact.” We wanted participants to get a sense of the theory behind
community schools, how they are organized, and their impact. I was glad to be
joined by colleagues that have spent a number of years researching community
schools. Sebastian Castrechini from the John W. Gardner Center at Stanford
University presented “Community Schools as Ecological Systems: A Theoretical
Framework,” a paper he co-authored with colleague Rebecca London. I then
presented a paper on how systems of community schools are organized based on
site visits to Tulsa, Evansville, Portland, and Cincinnati as well as a survey
of 17 community school initiatives. The paper was titled, “Community Schools:
Structures and Cultures for Collective Action.” Dr. Curt Adams from the
University of Oklahoma presented a paper on his excellent research on the
impact of the Tulsa Area Community Schools Initiative (TACSI) titled, “The
Community School Effect.” Allan Porowski from ICF International presented a
paper on the impact of the Communities in Schools model based on a series of
studies spanning 10 years in his paper titled, “A National Perspective on
Collective Impact: Methods and Results from the Communities in Schools National
Evaluation” (watch Allan promote our symposium here).
Finally, Dr. John Rogers from UCLA provided comments on the presentations and
thoughts on the current state of the community school movement. Rogers wrote a
paper in 1998 that analyzed the community school movement over the past 100
years and provided excellent perspective on the significance of these papers
and the work being done in the field.
I also presented a paper on community school systems’
efforts to connect early childhood and schools in a paper titled “A
Collaborative Approach to Achieving Ready Schools and Ready Students.” This
paper was part of a symposium organized by some of our national partners titled
“A Cross-Case Analysis of Preschool Through Third Grade (P–3) Alignment:
Effective Practices and Policies at State, District, Municipal, and School
Levels.”
Finally, Adeline Ray from the Chicago Public Schools
Community Schools Initiative and her colleagues presented a paper titled,
“Development of a Framework and Accompanying Rubric to Assess Community School
Implementation and Sustainability Processes.”
It was clear from my conversation with researchers and the
questions we received at the symposia that the academy is interested in
studying education reform strategies beyond accountability and teacher
evaluation. In short, they were interested in community schools and recognize
it as a strategy that is gaining steam. I encourage all of you to reach out to
your local colleges and universities and ask them to study your work, to help
you improve your strategies, and to communicate your success (and challenges)
to the broader education field.
For more information on the reports, contact Reuben Jacobson
at jacobsonr[at]iel.org
The Symposium on Community Schools Research at AERA was an inspiring and insightful event, fostering collaboration and innovation in education. It brought together diverse perspectives, creating a platform that positively influences community-based educational research and practices.
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