Community Schools as an Urban School Reform Strategy: Examining Partnerships, Governance, and Sustainability through the Lens of the Full-Service Community Schools Grant Program

Autor/inn/en	Holme, Jennifer Jellison; Castro, Andrene J.; Germain, Emily; Haynes, Madeline; Sikes, Chloe Latham; Barnes, Michael
Titel	Community Schools as an Urban School Reform Strategy: Examining Partnerships, Governance, and Sustainability through the Lens of the Full-Service Community Schools Grant Program
Quelle	In: Educational Policy, 36 (2022) 3, S.520-549 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holme, Jennifer Jellison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904820901479
Schlagwörter	Community Schools; Urban Schools; Educational Change; Grants; Federal Aid; Partnerships in Education; School Community Programs; Educational Policy; Governance; Inclusion; Sustainability; Change Agents; Educational Objectives + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform; Grant; Finanzielle Beihilfe; Hochschulpartnerschaft; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Inklusion; Nachhaltigkeit; Educational objective; Bildungsziel; Erziehungsziel
Abstract	The community school concept has become a popular school reform model that has gained traction in urban school systems. To date, however, few studies have looked across contexts to see how various communities are conceptualizing the reform: the aims that are articulated, the partnerships that are being created, or sustainability plans. In this study, we explore these questions through an analysis of 32 funded proposals from the federal Full-Service Community Schools grant program. We examine the goals, aims, and plans of reformers and ask questions about governance, inclusion, and sustainability, situating our analysis in the policy implementation literature. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01