The Examination of Student- and School-Level Outcomes Associated with the Adoption and Implementation of Community Schools

Background:

To address growing student needs, one district in Utah has transformed its four Title 1 elementary schools into Community Schools. Using the Community Collaboration Model for School Improvement (Anderson-Butcher et al., 2008) as a guide, district and school leaders have organized community- and school-based resources to support the academic, social, emotional, physical, and mental health needs of the students  and families. 

Since 2012, efforts have focused on five school improvement pathways: Academic learning, positive youth development/school climate, parent/family engagement and support, health and social services, and community partnerships. Over 800 youth have participated in afterschool programs; 260 youth engaged in afterschool tutoring, over 300 students received case management and wraparound supports; more than 700 parents volunteered at the school; and approximately 175 youth participated in school-based mental health services across the four schools during each year of community school implementation.

While some positive outcomes have been associated with community schools (Blank, 2013; Anderson-Butcher et al., 2010; Castrechi & London, 2013), little research has explored student- and school-level outcomes over time.  The purpose of this study was to examine trends in student perceptions, as well as to explore school-level indicators across multiple years of community school implementation.  

Methods:

 Students completed the Community & Youth Collaborative Institute School Experience Survey in 2012, 2014, and 2016. Analyses examined student perceptions on factors such as perceived safety, academic motivation, teacher support, and internalizing behaviors at baseline (n = 2,538), 2 year (n = 2,125) and 4 year (n = 2,151) post community schools implementation. Every year, approximately 40% of respondents were white, 35% Hispanic, 5% African American, and the remainder some other race. Of all respondents across time, about 68% received free and/or reduced lunch. One-way ANOVAs were conducted to compare means across the three waves of data collection using Bonferroni post-hoc tests to identify specific differences.  Additionally, academic and behavioral outcomes were explored each year of implementation. School-level indicators included office discipline referrals, absenteeism, student achievement, and state-level school report card indicators.

 Results:

 Whereas few significant differences were seen between 2012 and 2014, student perceptions in 2016 were largely more favorable than previous years.  Comparing 2012 and 2016 means, differences were noted in the following domains: academic motivation (p<0.01), academic press (p<.001), support for learning (p<0.001), internalizing behavior (p<0.001), family & community connections (p<0.01), social skills (p<0.001), peer relationships (p<0.05), and safety (p<0.05). Some variability occurred between schools as well as based on demographic variables (e.g., English Language Learners had more favorable perceptions overall and across time).  Data examining school-level indicators showcased reduced ODRs and absenteeism and improved achievement. Three of the four schools improved one letter grade on the state report card.

Implications:

Results point to positive trends in student and school-level outcomes at these four community schools. Student perceptions across multiple factors were more favorable in 2016, and behavioral and academic indicators of school success improved.  Findings provide some evidence for community school approaches to supporting student learning and development.  Implications for school social work practice and research are drawn.