Research

Evidence of Effectiveness: The Research

The New York City Community Schools Model is based on a strong and diverse evidence base, and ongoing research continues to inform, evaluate, and improve the process.

There is a strong and diverse evidence base for the NYC Community School model. A NYC Department of Education

(DOE) review of over 20 national studies found that Community Schools have positive impacts on academic achievement,

graduation rates, post-secondary outcomes, attendance and attitudes towards school. Additionally, research

has shown the following results:

  • Community Schools see greater parent involvement and reduced student absenteeism, and consistent school attendance is strongly tied to academic improvement at all grade levels.
  • Increasing parent engagement is proven to increase academic outcomes for students.
  • Increased instructional time—measured as the time students are engaged in learning—along with tutoring and high expectations, are strong predictors of higher achievement.
  • Higher teacher attendance and job satisfaction have been observed in Community Schools.
  • Community Schools are an efficient strategy, demonstrating a strong return on public investment.

For more information, read our Strategic Plan


Community Schools Playbook

Partnership for the Future of Learning

EXPLORE THE PLAYBOOK


https://learningpolicyinstitute.org/product/community-schools-equitable-improvement-brief

A Review of the Evidence

December 2017 - LPI & NEPC

READ THE REPORT

https://www.rand.org/pubs/research_reports/RR2100.html

Implementation Report

2017 - Rand Corporation

READ THE REPORT

https://learningpolicyinstitute.org/sites/default/files/product-files/Community_Schools_Effective_BRIEF.pdf

Research Brief

December 2017 - LPI & NEPC

READ THE REPORT

Other Publications

September 2018:

Attendance Works: Data Matters Using Chronic Absence to Accelerate Action for Student Success, by Hedy N. Chang, Lauren Bauer and Vaughan Byrnes