In a high-stakes education environment, can schools afford the time investment required to build community relationships? "Schools cannot afford not to build such relationships. Leaders of today's community schools movement understand that education reform is not an 'either/or proposition,'" says Marty Blank, director of the Coalition of Community Schools (Blank, 2004, p. 62).
Research has shown a strong correlation between areas with high levels of poverty, crime, and mobility and low student achievement. Despite these challenges, studies also show that supportive neighborhoods can mitigate the harmful effects of economic disadvantage on students and form the foundation for high achievement (Holloway, 2004). Education reforms will have a limited effect if they focus solely on the classroom. Policymakers need to consider what research has shown to be true—what happens in the community can and will affect the teaching and learning that happens in schools.
In Making the Difference: Research and Practice in Community Schools, the Coalition for Community Schools (Blank, Melaville, & Shah, 2003) summarized the major findings from community school initiatives. It reports,Significant and widespread gains in academic achievement and nonacademic development.Increased family stability and greater family involvement with schools.Increased teacher satisfaction and more positive school environments.Better use of school buildings and increased security and pride in neighborhoods.
In addition, in evaluations spanning from 1992, the Children's Aid Society (n.d.) finds that community schoolsImprove student achievement;Increase parental involvement;Demonstrate higher student and teacher attendance;Improve school climate;Increase community engagement;Decrease special education referrals; andImprove mental and physical health for students.