This article examines two teachers' efforts to re-organize their science teaching around issues of environmental and food justice in the urban community where they teach through the pedagogical approach of community-oriented framing. We introduce this approach to teachers' framing of phenomena in community as supporting students' framing of phenomena as personally and locally relevant. Drawing on classroom observations of remote learning during the COVID-19 pandemic, we took an analytic approach that characterized features of classroom discourse to rate community-oriented framing at the lesson level. Results show that teachers framed phenomena as both social and scientific, and as rooted in students' lived experiences, with classroom activities designed to gather localized and personalized evidence needed to explain or model phenomena. We also share examples of how Black and Latinx students took up this framing of phenomena in their classroom work. By providing a detailed description of the launch and implementation of activities, findings illustrate how community-oriented framing supported teachers in posing local questions of equity and justice as simultaneously social and scientific, and helping students perceive science learning as meaningful to their everyday lives. Community-oriented framing offers a practical means of designing locally and socially relevant instruction. We contribute to justice-centered science pedagogies by conceptualizing transformative science learning environments as those in which students understand their goal in science class as understanding, and later addressing, inequities in how socioscientific issues manifest in their community.

This brief highlights lessons learned from New Mexico’s investment in community schools. Drawing on profiles of three sites that received state implementation grants, we find that community schools implementing the key practices at the center of New Mexico’s community schools framework are seeing improvement across a range of indicators, including growth in test scores, increased graduation rates, reduced chronic absence, increased student engagement and connectedness, improved school climate, greater access to mental and physical health care, and stronger family engagement. Key to achieving these outcomes were state investments to support hiring school coordinators and to provide professional development and technical assistance. These findings suggest ways that New Mexico can sustain this new model and improve implementation in the future.

In 2022, nearly 13.8 million students in the United States were classified as chronically absent, a number roughly equivalent to the populations of Massachusetts and Indiana combined. Chronically absent students are those who have missed 18 days of school or more. This isn’t a blip; rather, it’s part of a pandemic-related trend: Nationally, the number of chronically absent students jumped from 15% in 2018 to 28% in 2022. And, although schools saw a small decline in absenteeism in 2022–23, preliminary data collected from states as part of the Return to Learn Tracker indicate that more than 26% of students were still chronically absent last year.

The California Community Schools Partnership Program (CCSPP) was envisioned as a transformational whole-child reform that would help integrate several other multi- billion dollar state initiatives. Based on implementation data from the CCSPP’s first two years, this research brief presents six key findings.

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.