The purpose of this paper is to provide an in-depth analysis of one district’s community schools using quantitative data to show how students and families use services at these schools and how those services work together to positively affect student outcomes. For this analysis, we linked student achievement data from Redwood City School District, attendance records from program providers at community schools, and student survey data collected by the Gardner Center to examine participation patterns in community school programs as well as the relationship between those services and community outcomes. The main findings from this analysis are: (1) Supplemental programs provided at RCSD community schools reached more than 70% of the students enrolled in those schools; (2) English learner students with consistent program participation over time showed gains in English language development scores; and (3) Community school programs were linked to positive attitudes about school for middle school students. Key implications for state, federal, and local policy include: (1) expanding community schools to reach more students; (2) supporting improved outcomes for English learners at community schools; (3) fostering positive attitudes about school as a strategy for raising achievement; and (4) building capacity for collecting and using data.
Castrechini, S. and London, R.A. (2012) Positive student outcomes in community schools. Washington, D.C.: Center for American Progress.