Community schools equity framework final working draft

Community Schools are an Essential Equity Strategy
Coalition for Community Schools
Institute for Educational Leadership
Working Draft --- April 9, 2014

1Community Schools are an Essential Equity Strategy
Letter from the Leadership
Sixty years after Brown versus Board of Education, achievement gaps have grown bigger, especially
for children of color. In theory and practice, we have pretended to be a color blind society, but the
data does not lie. As the complexion of America’s children changes and poverty persists as an
influence on children’s education, we will need to garner the public and political will to maintain
equity focused laws and initiatives. We must demand the full service community school approach,
both in policy and in practice, in order to close the equity and opportunity gaps for all children.
This past year, the Coalition for Community Schools has been developing ways to more deeply embed
an equity focus in existing community schools and to drive community schools forward as an equity
strategy. This draft statement is a work in progress to articulate our beliefs and plan of action towards
an equity agenda for the community schools movement.
Please provide us with your feedback to help improve how we, as a movement, address the equity
issue. Send comments to equity.communityschools@iel.org.
We extend our gratitude to the following individuals who served on the Community Schools Equity
Work Group: Janice Chu-Zhu, National Center for Community Schools; Diana Hall, SUN Community
Schools, Multnomah Country (OR); Frank Mirabal, Youth Development, Inc (NM); Melissa Mitchell,
Illinois Federation for Community Schools; Brent Schondelmeyer, Local Investment Commission
(MO); Shital Shah, American Federation of Teachers; and Sarah Zeller-Berkman, Youth Development
Institute (NY).
We also thank the youth from the Oakland Unified School District and their adult partners from
Media Enterprise Alliance (MEA) who worked with the Coalition to create an animated video to
illustrate a community school for the entire movement. An image from the video is on the front cover.
We also thank Helen Janc Malone for her work in drafting this statement and, Bill Potapchuk,
Reuben Jacobson, Maame Appiah, Shama S. Jamal, Jason Farr, Eric Cline, Heather Naviasky, Mary
Kingston Roche, and Devon Minerve of the Institute for Educational Leadership for feedback and
assistance.
Robert Mahaffey
Co-Chair, Coalition for
Community Schools
Director of Communications,
Rural School and Community
Trust
Lisa Villarreal
Chair, Coalition for
Community Schools
Program Officer, San
Francisco Foundation
Martin J. Blank
President, Institute for
Educational Leadership
Director, Coalition for
Community Schools
Working Draft – April 9, 2014

Community Schools are an Essential Equity Strategy for Increasing Access to
Opportunities
Opportunity is at the heart of the American dream. We firmly believe that each and every person should
have an equal opportunity to work hard and use their talents to climb the ladder of success. For too
many American children, that dream has been denied, over and over again, across generations.
The barriers are significant and recurring: not enough food, unaddressed health issues, low quality
schools, parents unable to find a job, unsafe neighborhoods, exposure to trauma, lack of access to
essential services, and the list goes on.i These barriers are not only life barriers, they directly affect
school success.
Equally, if not more significant, too many children do not have the opportunities that middle and upper
class kids take for granted. Poor children lack rich early childhood experiences and do not have the
chance for history lessons at the museum or life lessons on the soccer field. They do not have a chance
to learn about college and the career possibilities that open up with higher education.
When children face multiple barriers to learn and lack opportunities to grow, they start life steps behind
and often fall further and further behind as they grow up. They are not ready for kindergarten, early
reading skills do not develop, lower academic achievement ensues; and the pathways that follow too
often lead to dropping out of school, not being able to find a stable job with a family sustaining wage,
incarceration, lower life expectancy, and a lifetime of challenges. Which of us would find this path
acceptable for our own children?ii,iii
Acknowledging these challenges is not about “making excuses.” It is about the principle that what’s
good for my child is good for all our children.
Removing barriers and delivering opportunities to
enable all our children to reach their potential is
not the job of a single individual, organization,
program, or school. Yet, many think our public
school principals and teachers alone can perform
miracles. And while they do perform miracles every
day, they do not have at their disposal all the
resources and expertise they need to ensure that
every student succeeds. Yes, some children and
parents will thrive in spite of their starting point.
But this is the exception and history has shown that
the bootstrap theory is insufficient. The challenges
our communities face are too complex and the
need to vast.
We need a place where we can bring a wide array of resources together to support children and their
families, and where we can share responsibility for ensuring that all our young people have access to
equal opportunities to learn and succeed.
A community school is both a place and
a set of partnerships between the
school and other community resources.
Its integrated focus on academics,
health and social services, youth and
community development, and
community engagement leads to
improved student learning, stronger
families, and healthier communities.

One place where this happens with regularity is a community school. A community school offers a
powerful framework for addressing inequities, providing opportunities, and helping students navigate
barriers so they can thrive academically, socially, and emotionally, and become active participants in
our democracy. Community schools are able to perform these important roles by:
 Organizing community resources in a school setting to provide opportunities and services;
 Ensuring everybody in the school—youth, teachers, principals, and families and community
partners—have a voice, work together, and share accountability for student success;
 Believing in and setting high expectations for every child; and
 Building on community strengths and embracing diversity.iv
Community schools are an educational, developmental, and community change strategy designed to
empower children, youth, and families to realize their American Dream.
James and Marcus
We can better understand the equity challenge in our society and the role of community schools
through two students, James and Marcus.
The Status Quo of Inequity v
My life expectancy is 71.
I live in a high minority,
unsafe, transient
neighborhood with only fast
food and liquor stores. My
mom has no car, and there is
a limited bus service.
I attend a low-performing
school. Compared to James, I
am 4 times less likely to read
at grade level, 2 times more
likely to be chronically absent,
and 6 times more likely to drop
out.
Adults in my neighborhood are
13 times more likely to live in
poverty and face 2.4 times
higher home foreclosure rate
than in James’ neighborhood.
My life expectancy is 85.
I live in a White, safe, stable,
walkable neighborhood with
shopping centers, businesses,
and parks. My parents drive
cars and buses are available.
I attend a high-performing
school. I am 3.8 times more
likely to graduate from school
than Marcus.
Adults in my neighborhood are
2.1 times more likely to be
employed and on average
make 2.4 times an annual
income of adults in Marcus’
neighborhood.
I am 4 times less likely to be
exposed to toxic chemicals
than Marcus.
Youth incarceration rate is
5.4 times higher here than
in James’ neighborhood.
I am James.
I am Marcus.

The story of James and Marcus is all too common. A child’s zip code continues to contribute to or
impede opportunities for learning and positive development. In far too many communities, children
like Marcus face multiple challenges.
Although racial inequity is the most pronounced, children of all demographic backgrounds face
inequity. It affects children in rural areas who are cut off from digital technology and unable to access
college and career preparation classes. It affects youth with disabilities who lack accessible spaces
and tools to assist in their learning. It affects LGBTQ youth who face daily safety concerns due to
bullying and are afraid to walk down the school halls.
Our nation can no longer ignore the facts. We have to own up to the problems in our society and invest
in equity-driven strategies. The education reform strategies we’ve tried thus far are insufficient. We
must address poverty, social justice, and education together. We need to be smart and recognize that
Marcus’s classroom teacher has a much greater challenge than James’s and commit to leveling the
playing field. We need a comprehensive approach to our most complex problems.
Too many African American males end up in our prison system. Restorative justice is a way out.
African American suspension rates nation-wide have grown 12.5 percentage points since the
1970s, compared to 1.1 percentage points for White youth. In Oakland, African American boys
are 6 times more likely to be suspended than their White peers. High rates of suspension lead
to increased absenteeism and disengagement from learning, leading to a higher likelihood of
student dropout.
To combat the problem, the Oakland Unified School District (OUSD) is transforming all its schools
into full service community schools, building partnerships that directly address suspension rates,
as well as other key indicators including chronic absence, 3rd grade level reading, and asthma.
A Leadership Council for Community Schools that brings the Superintendent together with heads
of city and county agencies and nonprofit leaders guides the community schools work. Oakland’s
approach is equity-centered and built on the theory of action that reducing disparities in school
discipline requires addressing the whole child in the context of their family and community. This
requires addressing the health, academic, and social emotional well-being of all students.
The Family, School & Community Partnership department and Office of African-American Male
Achievement (AAMA) lead the suspension reduction work in community schools, introducing
Positive Behavioral Intervention and Support Strategies and Manhood Development classes,
and designing early intervention systems. OUSD has moved away from exclusionary practices to
restorative practices and tiered systems of student and family supports. The new approach is
keeping African American males engaged and changing the system where educators and
community partners work together to emphasize prevention, intervention, academic mentoring,
and social-emotional support.
With its focus on reducing disproportionate school disciplines and adopting restorative policies
and practices, the Oakland Unified School District’s suspension rate has dropped from 8% to 6%
from 2012 to 2013 (a 25% reduction district-wide), and suspensions for African American males
dropped from 21% to 14% from 2012 to 2013 (a 33% reduction) and suspensions for Latino
males dropped from 8% to 6% (mirroring the district’s 25% reduction).
Restorative Justice in Oakland, California

Community Schools are an Effective Equity Strategy
Community schools are a comprehensive and effective equity strategy that works to provide children
like Marcus opportunities and supports that children like James routinely experience. Community
schools pay attention to both academic and out-of-school factors that influence student learning and
development. They understand that developing the whole child involves working in multiple
developmental domains that interact with each other—physical and psychological safety, healthy
lifestyle, intellectual development, a sense of belonging and self-efficacy, and positive peer and adult
relationships.vi Community schools also serve as a hub for the community, creating positive conditions
for learning that prepare students for college, career, citizenship, and life.
Graphic 1: Different elements of a community school that help support the growth of a child.
The experience of many school districts and communities gives the community schools movement
the know-how to bring community schools to scale. A vision focused on results, shared data systems,
evaluation and improvement, alignment and integration of the resources of schools and community
partners, and ongoing leadership and professional development are part of a community school
strategy. Policies must ensure that community schools have the support of leadership in school
districts and among community partners and broad community engagement is essential to create
the political and public will to fund and sustain a shared commitment to community schools.
Health agencies and
hospital systems
address asthma, vision,
and other medical and
wellness issues
Teachers offer
personalized
curriculum focused on
real-world learning
Children participate in
high-quality early
learning experiences
United Way, the Y, and
museums offer after
school programs,
including arts, STEM,
and recreation
What Happens in a Community School
Universities extend
college prep courses
and summer programs
for middle and high
school students
Youth are resources
to the community and
participate in
decision-making
Families and residents
are engaged as equal
partners in child
learning and school
decision-making
Adults in the community
volunteer as mentors
and tutors for students.
Businesses offer
internships

Implementing what we know works requires leaders to build effective collaborative leadership
structures to translate a shared vision into action and results. Three leadership structures in
particular are necessary:
 Community-wide leadership groups comprised of school districts, government, United Way
chapters, businesses, community- and faith-based organizations are responsible for overall
vision, policy, and resource alignment. It supports policy development and communication and
ensures accountability.
 School-site leadership teams involving parents, residents, principals, teachers, community
partners, and young people are responsible for planning, implementation, and continuous
improvement. Site teams ensure that implementation satisfies local needs, aligns with the
school’s academic mission, and generates practice knowledge and data to inform improvements
in community-wide policy and site practice. A resource coordinator serves as a liaison between
the school and partners to align resources for children and youth.
 An intermediary entity provides planning, coordination, and management. It powers the work by
ensuring communication between community-wide and school-site. It convenes school and
community partners, provides strategic planning, and ensures that what happens at the
community leadership level empowers students, families, and practitioners at school sites.
According to the Southern Education Foundation 2013 report, 48% of public school children
are low-income. In the West, more than half of students qualify for free or reduced price lunch.
In Multnomah County, Oregon, 56% of students qualify for this federal lunch program, and
their families experience low food security throughout the year. Hunger and nutrition are but
two of the challenges that the Schools Uniting Neighborhoods (SUN) Community Schools
initiative is addressing in the County. After school opportunities, family support, parent
leadership as well hunger and nutrition programming are part of the mix.
The 70 SUN schools in six different Multnomah school districts are governed by a Coordinating
Council that includes County, City, State, school district, business and nonprofit leaders,
including representatives of the local Cradle to Career initiative. Equity, with a focus on racial
justice, is at the heart of SUN’s effort. At SUN sites, this is evident in the whole-family approach,
which incorporates both inclusive strategies and targeted services that offer content-specific
support to those most affected by disparities.
Cultural responsiveness and relationship building are considered essential aspects, and SUN
providers and partners are focused on ensuring strong practice in these areas. SUN has been
effective in reaching the community’s most vulnerable populations with 78% of students served
qualifying for free or reduced price lunch, 70% students of color (compared to 48% in the host
districts) and 24% English Language Learners. Results for students who participate regularly in
SUN supports is strong across races, with students of color showing greater progress than their
White counterparts in the majority of areas.
Collective Action in SUN Schools, Multnomah County, Oregon

This integrated approach to partnerships, governance, and systems ensures that everyone has a voice
and works collectively to level the playing field for children like Marcus, so they too have opportunities
like James.
A Child Trends 2014 report synthesized rigorous evaluations of integrated student supports and
community school initiatives and concluded that there is growing evidence that community schools
reduce grade retention and dropout rates, while increasing attendance, math achievement, and grade
point average. vii The authors also reported that community schools offer a positive return on
investment.
In addition, data from community school initiatives including Tulsa, OK, Hartford, CT, and San
Francisco, CA, indicate that participation in community schools’ opportunities and supports boosts
students’ academic performance and increases their motivation and engagement in learning.viii
Over a decade ago, the Cincinnati Public Schools Board of Education created a vision for the
transformation of the district: every school in the district as a community learning center (CLC).
Recognizing that the success of the school and the success of the neighborhood are inextricably
linked, the vision was not only about creating the conditions necessary for learning to bring the
public back to public education, but also focused on the revitalization of the community.
Each Cincinnati CLC engages community partners who are aligned and integrated with the
academic goals and the needs of each student. The CLC also works to improve the quality of
life for each neighborhood based on its own vision: a cultural arts center, a farmer's market,
and an international welcome center all have emerged. All schools in Cincinnati are intended to
become CLCs - the struggling and the higher performing, the poor and the wealthy. They are all
community learning centers, leveraging the public investment to ensure a return for all of our
citizens.
Built on the foundation of a major school construction and rehabilitation program, the CLCs
have on-site resource coordinators who integrate school and community resources and support
individual students. A cross boundary leadership team brings together leaders of program
networks focused on health, mental health, after school, mentoring, and other key supports to
ensure sufficient capacity, quality, and choice of partners by each community learning center.
The intermediary assistance of the Cincinnati Public Schools and the Community Learning
Center Institute and the financial support of the school district, Greater Cincinnati United Way,
the Greater Cincinnati Foundation, Interact for Health, the Schiff Foundation, and other private
funders undergird CLC implementation.
The collective effort is working. Cincinnati is the highest rated urban school district in Ohio.
Everyone Succeeding in Cincinnati, Ohio

Better Together: Our Challenge, Our Opportunity
The disparities our nation is experiencing are a cause for great national concern, particularly when we
consider the demographic shifts in our nation. Children of color are becoming a majority in our public
schools and will make up much of our future labor force. The urgency with which we must tackle
inequity together is amplified by our widening social and economic gaps, and a growing body of
research that directly links inequity with individual and shared consequences (e.g., lower employability,
higher health care costs, decreased tax contribution, decrease in civic participation). It is in our
collective moral, democratic, and economic interest to address inequity.
We cannot end institutional inequity without a systemic approach. There are no silver bullets or quick
fixes.
Centered around one of the few remaining great public institutions that reaches all students and many
families, community schools are a critical component of a broader equity strategy that must also
address income inequality, affordable
housing, access to quality early
learning, and child and health care. We
need a system of opportunity and
support that ensures children and
families do not fall through the cracks.
What is unique about community
schools, and what is so sorely needed
today, is the ability to build trust among
people and institutions and a sense of
collective investment in the future of
our young people, our schools, and our
neighborhoods. We don’t lack the
strategies, we simply lack public and
political will. Together, we can do better.
Our Pledge: Leaders, practitioners, and advocates in the community schools movement have been
engaging in a discussion about equity over the past year. We have a better understanding of the
specific equity strategies that local community schools have been using, and we are developing ways
to more deeply embed an equity focus in existing communities and to push community schools as an
equity strategy more widely. As a movement, we commit to:
 Promoting a shared vision to improve young lives that reflects an understanding of equity
 Looking at data to reveal inequities, and deepening our search for effective solutions
 Establishing child and youth outcomes that focus on equity and achievement, and sharing
accountability for those outcomes
 Building equitable, trusting relationships among youth, schools, families, and communities
 Working to expand investments that help to close the opportunity gap
 Advocating for policies to promote equity in alliance with other organizations and advocacy
groups.
Together, as a community, is our only way forward.
“We need horizontal partners and vertical
partners. We need all the elements in the
education system to come together so kids don’t
fall between the cracks, starting at birth and going
through graduate education. We need our health
and human services, our criminal justice, our
housing and economic development forces to
come together with us in education.”
Paul Reville, Harvard Graduate School of Education,
former Massachusetts Secretary of Education

i Edelman, M. W. (2012, May 18). No holiday for hunger. Child Watch Column.
http://www.childrensdefense.org/newsroom/child-watch-columns/child-watch-documents/no-holiday-for-
hunger.html#sthash.zum9MMts.dpuf; Collin, R. W., & Collin, R. M. (1997). Urban environmentalism and race.
In J. M. Thomas & M. Ritzdorf (eds.), Urban planning and the African American community: In the shadows.
Beverly Hills, CA: Sage Publications; Fry, R., & Taylor, P. (2012, August). The rise of residential segregation by
income. Washington, DC: Pew Research Center. Available from
http://www.pewsocialtrends.org/2012/08/01/the-rise-of-residential-segregation-by-income/; General
Accounting Office of the United States. (1999). Lead poisoning: Federal health care programs are not
effectively reaching at-risk children. GAO/HEHS-99-18. Washington, DC: Author; Hoffman, K., Llags, C., &
Synder, T. (2003). Status and trends in the education of Blacks. NCES 2003-034. Washington, DC: U.S.
Department of Education, Office of Educational Research and Improvement; Koch, K. (2002). Hunger in
America. CQ Researcher, 10(44), 1034-1055; Lareau, A. (2003). Unequal childhoods: Class, race, and family
life. Berkeley, CA: University of California Press; Whiteman, S., Williams, C., & Shah, A. (2004). Improving
community health survey: Report 1. Chicago: Sinai Health System.
ii Children’s Defense Fund. (2014). The state of America’s children. Washington, DC: Author.
http://www.childrensdefense.org/child-research-data-publications/data/2014-soac.pdf; Lareau, A. (2003).
Unequal childhoods: Class, race, and family life. Berkeley, CA: University of California Press; also see Spotlight
on Poverty: http://www.spotlightonpoverty.org/consequences_of_poverty.aspx
iii Rothstein, R. (2013). Why children from lower socioeconomic classes, on average, have lower academic
achievement than middle-class children. In P. L. Carter & Welner, K. G. (eds.), Closing the opportunity gap:
What America must do to give every child an even chance (pp. 61-74). New York: Oxford University Press.
iv Learn more http://www.communityschools.org/
v Data originate from: Alameda County Public Health Department. (2013, July). Bay area regional health
inequities initiative. Oakland, CA: Author.
vi Committee on Community-Level Programs for Youth, Eccles, J., & Gootman, J. A. (Eds.) (2002). Community
programs to promote youth development. Washington, DC: The National Academies Press.
vii Moore, K. A. et al. (2014). Making the grade: Assessing the evidence for integrated service supports.
Washington, DC: Child Trends. http://www.childtrends.org/?publications=making-the-grade-assessing-the-
evidence-for-integrated-student-supports
viiiCoalition for Community Schools. (2013). Community schools results. Washington, DC: Author.
http://www.communityschools.org/assets/1/AssetManager/Community%20School%20Results%202013.pdf

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