This white paper was developed to help frame statewide deliberation about the use of multiple measures, including local measures, to capture the quality of implementation and outcomes of the California Community Schools Partnership Program (CCSPP). As outlined in the legislation, the CCSPP will be evaluated using state-mandated measures (e.g., attendance and graduation rates) yet there are many other measures that could be used to capture important processes and outcomes of local community schools (e.g., performance assessments, civic engagement measures). We describe an approach that combines state and local measures to inform the development, monitoring, and improvement of community schooling across California.

The goal of the series is to inform readers about the education-related stances of the nation’s two major political parties, drawing upon the Republican and Democratic parties’ national platforms and on Project 2025. Q&A participants were selected on the basis of their research expertise on the topics they have been asked to address. In addition to describing the parties’ positions, each expert is providing background information, with a focus on summarizing research findings.

Chronic underfunding. Teacher shortages. Gun violence. Mental health crises. Political attacks by elected officials. An overemphasis on standartized testing. America’s public schools face countless challenges that seem to be more insurmountable with each passing school year. Public schools from small-town Florida to downtown Los Angeles are using a century-old strategy to overcome these challenges, with striking results. These schools are transforming into “community schools,” listening to and collaborating with families, students, and the surrounding communities to not only improve the academic performance and student well-being, but also solve problems beyond the classroom and campus walls. Research shows that community schools that adhere to best practices improve student educational outcomes, increase attendance, improve peer/adult relationships and attitudes toward school, and reduce racial and economic achievement gaps. We also know that for every dollar invested in a community school, the community gets $15 back because better schools boost the economy and well-being of its population.

Spring is finally here! Along with shaking out the winter cobwebs, getting more time outdoors, or planting your garden, spring is a great time to start closing the book on another academic calendar year, and solidifying plans for the summer. From a community school development perspective, this is the time to take stock of what you and your team have accomplished this year, and review your implementation plan to see what’s on deck. So, what should you do? Here are our four top ways to make the most of the spring season.

After studying successfully redesigned schools, the authors of this report created an evidence-based blueprint for designing learning environments that are more humane, enriching, and productive than our current models. Coalition for Community Schools is highlighted on page 117 as a key resource for Community Connections and Integrated Student Supports, a key feature of redesigned high schools. On the same topic, Scale a Community School: A System-Wide Strategy is included on page 118 and Start a Community School is included on page 119. And, lastly, on page 138 your organization is listed as a resource that can help schools engage in redesign.

The March for Children and Youth Month Playbook is designed to provide simple steps to advocate for Community Schools as a vehicle to address inequities children face every day!

This report tells the story of the UCLA Community School (UCLA-CS), a public school in central Los Angeles. Located in one of California’s most densely populated neighborhoods, UCLA-CS serves a large immigrant population from transitional kindergarten through 12th grade. Of the school’s 957 students, most (83%) are Latino/a; 8% are Asian American or Pacific Islander; 4% are Filipino; 2% are African American; and 2% are white. Ninety-five percent of students come from low-income families; 14% of students have disabilities; and 32% of students are currently classified as English learners. Ninety-five percent of students report that they use a language other than English to communicate with their families.

This report explores data and uses interpersonal exchanges to identify four mindsets that, if changed, could significantly impact the effectiveness and support of existing institutions, such as HBCUs, already active in the Black rural South. There is tremendous untapped knowledge, expertise, and experience available to help direct resources to close the opportunity gap. This report provides insights and recommendations to help tap these.

The findings for CommSchs suggest promising indications of increased engagement as reflected in a significantly higher levels of parent connections to school staff and community resources. Attendance is also higher for many students in CommSchs than in non-CommSchs, especially those implementing for five or more years. We continue to find that OST participants attend school more often than similar peers. While we cannot prove causation with this comparative study design, the consistent findings are encouraging, especially for middle school grades where we often see disengagement from school begin.