Community Schools Research
Community Schools Research
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Evidence of Effectiveness: The 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
Leveraging Resources Through Community Schools: The Role of Technical Assistance
July, 2020 - LPI
Restarting and Reinventing School: Learning in the Time of COVID and Beyond
August 2020 - LPI
January 2020:
Illustrating the Promise of Community Schools
RAND Corporation reports that students in NYC Community Schools are more likely to:
Graduate on time
Miss fewer days of school
Feel safer and supported
Other Publications
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
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