Leadership, partnerships, and organizational development: exploring components of effectiveness in three full-service community schools

Abstract

Full-service community schools are viewed as an approach to improve educational opportunities and outcomes for underserved student populations. The realization of these goals, however, is not guaranteed. According to Richardson’s (2009) research-based model of highly effective community schools (HECS), the effectiveness of full-service community schools depends on 3 interrelated components: leadership, partnerships, and organizational development. This qualitative case study uses the HECS model to examine different levels of effectiveness among 3 full-service community schools in an urban district in the eastern United States. The article concludes with a discussion of the implications of Richardson’s model for practice and research.

Keywords:

• full-service community schools
• service integration
• school reform
• community partnerships
• school-community collaboration

Acknowledgements

The author would like to sincerely thank participants of the study for openly sharing their thoughts and insights. The author would also like to thank Dr. Claudia Galindo, who conducted interviews with Spanish-speaking participants, and Daniel Sullivan and Taylor Westhoff for their invaluable assistance transcribing the recorded interviews.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Examples of alternative terms include full-service extended schools and school-based integrated services centers.

2. FARMs – Free and Reduced Meals. In the United States, the percentage of students participating in this program is often used as an indicator of the level of poverty in a school. Schools with FARMs rates higher than 70% are considered high-poverty schools.

Additional information

Funding

This research was supported by the Spencer Foundation [grant number #201100129]. However, opinions are the author’s and do not necessarily reflect those of the granting institution.

Notes on contributors

Mavis Sanders

Mavis G. Sanders, PhD in education from Stanford University, is professor and associate chair of education and affiliate professor in the Language, Literacy, and Culture doctoral program at the University of Maryland, Baltimore County (UMBC). Her scholarship focuses on improving schools and educational outcomes for underserved youth through school, family, and community collaboration. Her current research examines the role of principals and teachers in restructuring learning opportunities for low-income students through full-service community schools.