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Building School-Community Partnerships: Collaboration for Student Success
Abstract
How can we partner with our communities to improve school programs and increase students' success? This current era of high stakes testing, accountability, and shrinking educational budgets demands that schools seek bold and innovative ways to build strong learning environments for all students. Community involvement is a powerful tool in generating resources that are essential for educational excellence. Building School-Community Partnerships: Collaboration for Student Success emphasizes the importance of community involvement for effective school functioning, student support and well-being, and community health and development. This sharp, insightful book serves as an excellent resource for educators seeking to establish school-community partnerships to achieve goals for their schools and the students, families, and communities they serve. Schools can collaborate with a wide variety of community partners to obtain the resources they need to achieve important goals for students' learning. Some of these partners may include: Businesses and corporations; Universities and other institutions of higher learning; National and local volunteer organizations; Social service agencies and health partners; Faith-based organizations and institutions Work successfully with community partners to improve school programs and curricula, strengthen families, and expand your students' learning experiences!
... The first, the Comer Process, developed by James Comer (Comer, 2009;Cook, Habib, Phillips, Settersten, Shagle & Degirmencioglu, 1999;Cook, Murphy & Hunt, 2000;Henderson & Mapp, 2002, Malloy & Rayle, 2000, is a model shown to have positive effects on school climate and overall student academic achievement. The second, the National Partnership Schools model developed by Joyce Epstein (Epstein 2005, Galindo & Sheldon 2011Gordon & Seashore 2009;Heck & Hallinger 2009;Henderson & Mapp, 2002;Martin, Fergus & Noguero 2010;Sanders, 1996;Sheldon 2003;Sheldon & Epstein 2002Sanders, 2006;Sitton Hays, 2011), offers another model for positively impacting student academic achievement as well as improving school safety. ...
... • There is a clear need for formality and structure (Martin, Fergus, & Noguero 2010;Sanders 2005;Sanders, 2006). ...
... • Strong leadership is required, in particular, school principals who value and prioritize parent, school, and community partnerships and who possess skill in developing these relationships (Epstein, Galindo & Sheldon 2011;Gordon & Seashore 2009;Heck and Hallinger 2009;Martin, Fergus & Noguero 2010;Sanders, 2006;Sitton Hays, 2011). ...
Since the Industrial Revolution, when schools became larger and the missions broader, there has been an attempt by a wide range of stakeholders to have a voice in public education. More recently, through No Child Left Behind and Race to the Top, the federal government began to increase requirements for multiple stakeholder engagement in decision-making for schools requesting Title I funds. As the need for a more educated workforce has grown, businesses have also sought to have a voice in improving education. Additionally, experts in the field of parent, school and community engagement, have called for the inclusion of parents, diverse faculty, staff, and community voice. An outgrowth of the federal, business, and family, school, community partnership historical landscapes, has been the development of school improvement teams, which have become increasingly common, typically with a goal of bringing together multiple stakeholders to provide input into decision-making for school improvement. However, there has been little research on the make-up of these teams, the issues they address, how stakeholders on the team are engaged, and whether the teams are connected to any other efforts in the school focused on engagement. This case study analysis richly describes the school improvement team processes of two schools in the Northeast region. The results of this study indicate that the goal of engaging stakeholders beyond administrative staff in consensus-driven, decision making teams is yet to be realized, even among schools that highly value the input of teachers, parents, youth and community partners and have rich engagement opportunities for these groups in other areas of the school. This study also offers insights into how schools might improve in these areas in the future.
... The active participation of parents and the community creates a support system that motivates students to perform at their best, as the collective effort fosters a sense of responsibility and investment in their success. Sanders (2013) emphasizes the importance of school leadership in facilitating community partnerships. Effective school leaders must create opportunities for parents and community members to engage in meaningful collaboration, ensuring that their perspectives and input are valued. ...
... Local community support plays a critical role in enhancing school performance. Sanders (2013) finds that schools with strong community partnerships see a 10-15% improvement in academic performance due to resources such as tutoring and extracurricular activities provided by the community. Warren (2005) reports a 20% decrease in behavioral issues and a 12% increase in student attendance in schools with active community involvement. ...
This study investigates the effects of community engagement on school performance in secondary schools in Kamonyi District, Rwanda. The study specifically focused on evaluating the extent of parental involvement in secondary schools in Kamonyi District and its influence on academic achievement, student attendance, and teacher performance, examining the effectiveness of community communication channels in promoting school performance in secondary schools in Kamonyi District and investigating the role of local community support in enhancing school performance in secondary schools in Kamonyi District. Guided by Epstein’s Theory of Overlapping Spheres of Influence, the research explores the roles of parental involvement, community communication channels, and local community support in enhancing academic achievement, student attendance, and teacher performance. Using a correlational research design, quantitative data were collected from a sample of 530 respondents. The study utilized a total sample size of 530 respondents drawn from a target population of 2,014 individuals. A census approach was applied to head teachers and members of the school parents’ committee, each consisting of 101 individuals, ensuring full inclusion of these groups. For secondary school teachers, stratified random sampling was used to select 328 participants from a total population of 1,812. Secondary data were gathered from reports, policy documents, and other relevant records from the Ministry of Education and Kamonyi District’s Education Office and primary data were collected through structured questionnaires. After data collection, the responses from the questionnaires were coded and entered into SPSS, for analysis. Descriptive statistics were used to summarize the data, including means, frequencies, and percentages. Correlation analysis was performed to examine the relationship between community engagement and school performance. The study found a strong and statistically significant relationship between community engagement and school performance in Kamonyi District (r = 0.874, p < 0.01). Parental involvement positively correlates with teacher performance (r = 0.803, p < 0.01) and student attendance (r = 0.735, p < 0.01), highlighting its role in enhancing teaching effectiveness and student presence. Effective community communication also improves student attendance (r = 0.757, p < 0.01) and teacher performance (r = 0.816, p < 0.01). Additionally, local community support shows the strongest correlation with academic achievement (r = 0.969, p < 0.01) and student attendance (r = 0.818, p < 0.01), emphasizing the importance of community contributions to school success. In conclusion, the study emphasizes that strong community engagement—through active parental involvement, effective communication, and local community support—significantly enhances school performance in Kamonyi District. To address the gaps identified, the study recommends that the Ministry of Education (MINEDUC) develop and implement guidelines encouraging parental involvement in school governance, decision-making, and educational activities. Strengthened policies on community engagement and investments in digital and traditional communication platforms are also essential to foster effective communication between schools and stakeholders.
... Leadership, in instructional practice, implies something more than being the most ideal teachers inside the four dividers of one classroom it implies connecting and imparting incredible teaching to other people, including individual teachers, yet additionally stretching out to a wide scope of partners (Mitchell & Castle, 2005). As Sanders (2006) indicated, successful school leaders do not hush up about their compelling practices; they spread that knowledge to others so as to benefit all the students so as to bring quality education to children at schools and building good nations. ...
... Likewise, successful educational leadership has effect in improving teaching and learning (Ylimakia et al., 2007). Powerful leadership is a territory that has been generally investigated from different viewpoints because of its nearby connection with school advancement (Earley & Weindling 2005;Samuel, 2012;Sanders, 2006). What is far less clear, as Tedla (2012) stated, is how leadership matters, how significant those impacts are in advancing the learning of all children and quality education, and what the basic elements of effective leadership are. ...
The study examined the state of leadership competencies in ensuring quality education in selected schools of Amhara and Oromia regional states. In this regard, 36 schools from 10 Woredas, 5 from eeach region, were chosen purposively. 470 teachers and students, 36 head school principals, and 10 administrators were included in the study. Quantitative data was collected from respondents in blended form. Inferential statistics such as correlation, t-test, Principal Component Analysis (PCA), KMO, Bartlett's Test of Sphericity (Chi-Square), and factor stacking and regression analyses were used to analyse the data. It was found that there was strong, positive, and statistically significant relationship and effect of leadership competencies on enhancing quality education. Based on the findings, it was recommeneded the need to develop and run leadership improvement program, have professional enlistment, develop new leadership policy, and establish leadership selection system in both regional states to achieve and maintain quality leadership and education.
... Alongside these structural changes, educational trends such as lifelong learning have gained momentum, urging schools to break away from isolated practices and engage more actively with community stakeholders. However, both theoretical frameworks and practical methodologies for fostering school-community partnerships in China remain underdeveloped (Epstein, 2001;Sanders, 2008). This study aims to examine the current state of collaboration between schools and communities in Luoyang, identify key challenges, and offer strategies to promote effective partnerships. ...
Background and Aim: In recent years, China has shifted from a traditional "unit system" to a "community system," which has impacted the role of primary and secondary schools within local communities. This transformation, combined with the rising emphasis on lifelong learning, necessitates stronger collaboration between schools and communities. However, limited research and planning currently guide school-community partnerships in China, particularly in Luoyang District. This study examines the current status of collaboration, identifies key challenges, and proposes strategies to enhance school-community relationships. Materials and Methods: The study was conducted with a sample of school administrators and teachers from primary and secondary schools in Luoyang, Henan Province, China, alongside community representatives. Purposive sampling was used to select 30 administrators and 100 teachers, ensuring participants had relevant experience in school-community partnerships. Data collection included surveys, in-depth interviews, and focus group discussions with school and community stakeholders. Qualitative data analysis was conducted to identify recurring themes and insights. Results: Findings reveal that while some schools have established partnerships with local organizations, collaboration levels vary widely. Key challenges identified include communication barriers, resource limitations, and cultural differences between schools and communities. Schools often lack systematic approaches for partnership, leading to inconsistent engagement across institutions. Conclusion: his study underscores the critical role of regular communication, resource sharing, and targeted community engagement programs in fostering effective school-community collaboration. By emphasizing the interconnectedness between educational institutions and their surrounding communities, the findings highlight the necessity of creating structured forums for ongoing dialogue, which can facilitate mutual understanding and shared objectives. Moreover, strategic resource sharing, such as infrastructure, knowledge, and expertise, can optimize the benefits for both schools and communities. Targeted professional development for educators, focusing on community engagement strategies and culturally responsive practices, is also essential to equip them with the skills necessary to build and maintain these partnerships. These initiatives can further empower schools to act as community hubs, enhancing their capacity to address local needs and contribute to social cohesion. For policymakers and educational leaders in China, the insights from this study provide a framework for designing policies that promote sustainable collaboration. This includes incentivizing partnerships, providing funding for community-based programs, and incorporating collaboration metrics into school evaluation systems. Future research could explore the long-term impact of these initiatives on student outcomes, community well-being, and educational equity, ultimately strengthening the bond between schools and their communities.
... These partnerships can become vital and organic entities that are agents of enduring change in the schools, according to Abromitis (2009), by creating communication, sharing resources, and developing unique solutions to school challenges. This relates to the idea of Sanders (2005) that enhancing parents and community involvement in public schools' education has the possible to attract new resources for government schools; to re-establish community trust and support for public education; to increase school innovation, creativity, dynamism, and strategic competency; and to empower schools and communities to meet their unique needs in a way that benefits both. School administrators are at the forefront of encouraging family and community involvement. ...
... Community engagement in schools is a critical component of student achievement (Anderson et al., 2010;Bryk & Schneider, 2002;Coleman, 1988;McAlister, 2013;Sanders, 2006). Research shows that schools that develop strong community partnerships have (a) higher percentages of students achieving at grade level (Sheldon, 2003), (b) increased parent volunteerism (Anderson et al., 2010), (c) support for school reform efforts (McAllister, 1995), (d) increased student test scores (Blank et al., 2012;Sheldon, 2007a), (e) increased student attendance (Sheldon, 2003(Sheldon, , 2007bSheldon & Epstein, 2004), and (f) connections for students to learning opportunities outside of school (Blank et al., 2003). ...
The purpose of this study is to describe the school and community partnership model to improve the quality of the educational environment. This study is a literature study of data collection methods in the form of journals and scientific articles related to research studies. The analysis used in this study includes a review of the latest research findings and screening of relevant research materials. This study reveals that school and community partnership models, such as the Caring School Project (Rudolph, 2009) and the School Community Council Model (Diehl et al., 2005), the Ohio Community Collaborative Model (OCCMSI) (Anderson-Butcher et al., 2008) and the National Partnership School Network (NNPS) Model (Sanders et al., 2005) show that school-community partnerships are not only limited to academic teaching but also include the social and economic well-being of students. Effective collaboration between schools and communities can create broader support for students, increase family involvement, and resolve local challenges that affect the quality of education. Educational success depends not only on the school's internal efforts but also on how they work together with the community. Good collaboration between schools, families, and community organizations can create a more supportive educational environment conducive to student success.
... Enhancing connections between schools and communities, also referred to as school-community relationships or partnerships, involves building networks involving schools, organisations, and businesses. The primary goal of these networks is to foster relationships that contribute to the holistic development of students (Sanders, 2006). This school-community partnership should be viewed as a collaborative effort, by which both parties work together for mutual benefits and shared objectives. ...
The detrimental impact of overcrowded classrooms on the effective implementation of cooperative learning necessitates an extensive discussion on this topic. Interconnected issues of inadequate infrastructure, insufficient schools, and a shortage of teachers, exacerbates the problem of overcrowding. The high rate of learner enrolments further aggravates the issue. This conceptual paper aims to address these challenges by means of the cooperative learning theory and thematic analysis of an educational policy. The objective is to propose an innovative cooperative learning framework to mitigate the dire consequences of large classes in schools. Through an examination of the “National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment (1996)”, this analysis highlights the importance of school infrastructure for ensuring an optimal learning environment, adequate classrooms that provide safe spaces for learning, creating constructive teaching and learning environments, curricula and pedagogical reform and communities as critical contributors to schools as a transformative instructional pedagogy to mitigate the detrimental effects associated with overcrowded classrooms. By adopting an innovative cooperative learning framework, schools and teachers would have a fresh perspective on overcrowded classrooms, with the hope of promoting effective teaching and learning practices throughout educational institutions.
Parental care at home is responsible for the early development of a child. This thesis investigated parental educational support at the home of primary schools students in Bangladesh. This study intends to explore the conceptions and knowledge about educational care and support of primary school students at home settings in the context of Bangladesh. A qualitative approach was used to collect data through the in-depth interview from 5parents' participants and five students participants. Thematic analysis was used to analyze the data. The result suggested that parents' approach, experience, educational abilities, home environment, and socio-economic condition are related to students learning and success and contributing to further improvement. The lack of awareness of children's educational care and abilities of both parents and family members and overloaded teaching staff are the major challenges of study at home.
ภูมิหลังและวัตถุประสงค์: เพื่อปรับปรุงทรัพยากรและการสนับสนุนสำหรับนักเรียนและเพื่อสร้างสภาพแวดล้อมที่เอื้อต่อการทำงานร่วมกัน ผู้บริหารโรงเรียนมีบทบาทสำคัญในความสัมพันธ์ระหว่างโรงเรียนกับชุมชน ความไว้วางใจและการมีส่วนร่วมได้รับการส่งเสริมจากผู้บริหารที่มีความสามารถ ทำให้ชุมชนการศึกษาแข็งแกร่งและขยายตัวมากขึ้น ดังนั้นการวิจัยครั้งนี้มีวัตถุประสงค์เพื่อศึกษาและเปรียบเทียบบทบาทของผู้บริหารสถานศึกษาด้านความสัมพันธ์ระหว่างโรงเรียนกับชุมชนของโรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษากรุงเทพมหานคร เขต 2 ระเบียบวิธีการวิจัย: กลุ่มตัวอย่างที่ใช้ในการวิจัย ได้แก่ ครูในโรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษากรุงเทพมหานคร เขต 2 จำนวน 357 คน ซึ่งได้มาโดยการสุ่มแบบชั้นภูมิ (Stratified Random Sampling) เครื่องมือที่ใช้ในการวิจัยเป็นแบบสอบถามที่ผ่านการทดสอบค่าความเที่ยงตรงเชิงเนื้อหาโดยการหาค่าดัชนีความสอดคล้อง (Index of Congruence : IOC) และค่าความเชื่อมั่นสัมประสิทธิ์อัลฟ่า (Alpha Coeffcient) ตามวิธีการของคอนบาก (Cronbach) ได้ค่าความเชื่อมั่น 0.995 สถิติในการวิเคราะห์ข้อมูลได้แก่ สถิติพื้นฐาน t – test รูปแบบ Paired Samples t-test และ F-test (One – Way ANOVA) ผลการวิจัย: (1) ความคิดเห็นของครูที่มีต่อบทบาทของผู้บริหารสถานศึกษาด้านความสัมพันธ์ระหว่างโรงเรียนกับชุมชนของโรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษากรุงเทพมหานคร เขต 2 โดยภาพรวมและรายด้าน ได้แก่ ด้านสร้างความสัมพันธ์ ด้านการมีส่วนร่วม ด้านการประชาสัมพันธ์ ด้านการจัดกิจกรรม และด้านติดตามและประเมินผล อยู่ในระดับมาก (2) การเปรียบเทียบความคิดเห็นขอครูที่มีต่อบทบาทของผู้บริหารสถานศึกษาด้านความสัมพันธ์ระหว่างโรงเรียนกับชุมชนของโรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษากรุงเทพมหานคร เขต 2 จำแนกตามวุฒิการศึกษา ตำแหน่ง และขนาดของสถานศึกษา สามารถสรุปได้ดังนี้ (2.1) ครูที่มีวุฒิการศึกษา ต่างกันมีความเห็นต่อบทบาทของผู้บริหารสถานศึกษาด้านความสัมพันธ์ระหว่างโรงเรียนกับชุมชนของโรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษากรุงเทพมหานคร เขต 2 โดยภาพรวมและรายด้าน ไม่แตกต่างกัน (2.2) ครูที่มีตำแหน่ง และครูที่ปฏิบัติหน้าที่ในสถานศึกษาที่มีขนาดต่างกันมีความคิดเห็นต่อบทบาทของผู้บริหารสถานศึกษาด้านความสัมพันธ์ระหว่างโรงเรียนกับชุมชนของโรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษากรุงเทพมหานคร เขต 2 โดยภาพรวมและรายด้าน ไม่แตกต่างกัน บทสรุป: จากการศึกษาพบว่าครูมีความคิดเห็นสอดคล้องและเห็นด้วยเกี่ยวกับบทบาทของผู้บริหารโรงเรียนในการส่งเสริมความสัมพันธ์ระหว่างโรงเรียนและชุมชนผ่านกิจกรรมต่างๆ นอกจากนี้ ความคิดเห็นเหล่านี้ไม่แตกต่างกันอย่างมีนัยสำคัญตามบทบาท จำนวนนักเรียน หรือภูมิหลังการศึกษาของคร
The National Network of Partnership Schools was initiated in 1996 to assist schools, districts, and states in developing comprehensive programs of school, family, and community partnership as part of their school improvement efforts. Members of the National Network are provided with tools and strategies to implement partnership activities that promote students' success. These tools and strategies are based on over 15 years of research conducted by Epstein and her colleagues at Johns Hopkins University. Through a discussion of the development of the National Network, this article illustrates how research can be used to inform and improve educational practice in schools, districts, and states. It does so by highlighting the center's research on family and community involvement conducted since 1987 with elementary, middle, and high schools; school districts; and state departments of education across the United States. This research generated the knowledge needed to establish the National Network of Partnership Schools, which presently works with over 1,100 schools, 130 districts, and 12 states to help them develop permanent and productive school, family, and community partnership programs.
This article describes current federal, state, and local initiatives affecting school-linked integrated services and notes significant changes in federal policies and programs that will influence future developments. after delineating barriers to services integration efforts, outlining state policy trends, and addressing issues of finance, we describe some promising state approaches and consider implications of recent federal actions devolving much responsibility for federal programs to states and localities. the article is intended to be a useful guide for educators seeking to understand how state and local policies and programs related to school-linked services integration efforts affect the ability of school and communities to operate effective, inclusive education programs.
Special education is often a fragmented service delivery system not usually well integrated into the total school community. this isolation has contributed to overreferral to special education. a major state effort is now under way to link an ongoing state school restructuring initiative (every student succeeds) with a localized, child-family services integration initiative (healthy start). the result of this effort is a series of reform processes that essentially restructure the entire culture of the community of the school. this article reviews the processes involved in a 3-year demonstration of one example of this linkage of two major reform processes in california. these processes include redefinition of professional and parental roles and perceptions, adjustments in the nature of professional and administrative relationships with children and their families, and alternative approaches by the school and community agencies in the day-to-day operations of providing support and service functions. these processes are described in the context of a case study of a student who was referred for special education. after 3 years of coordinated interventions at the school site, the child no longer warranted a special education label and is currently performing above grade level in all academic subjects.
Although teachers and administrators often go to great lengths to involvelow-income families in school projects, their attempts often are unsuccessful. In this article, alternatives to traditional concepts of involvement and different behavioral styles are discussed. Joining Hands, a model project designed to encourage low-income and minority parents to become more active in their children 's academic education, is described. The first phase of the project, a parent training program, offers parents inexpensive strategies and techniques that they can use to prepare 3- and 4-year-old children for successful school experiences. The second phase of the project, a series of teacher in-service sessions, is aimed at sensitizing school employees to the concerns, needs, and problems of low-income and minority parents.
It is a professional way of life for me. I fully believe in and I'm committed to partnerships in education to improve teaching and learning and foster and promote improved teacher education programs for both pre-service and inservice tasks. (school-based administrator)
After examining the beginning of the professional development school (PDS) movement, this paper describes the PDS model; discusses PDSs, teacher education, and school reform; and presents critical attributes of PDSs (nurturing a true learning community, stressing collaboration, and creating greater professional and public accountability). Threshold conditions for creating PDSs are noted. (SM)
The author describes day-to-day work and interaction between university liaison and K-12 school faculty and administrators at a well-functioning professional development school. The author contrasts the K-12 and higher education faculty level of collaborative work and learning at a professional development school with the more surface interactions involved in student teaching. The author contends that an educational community develops in an effective PDS in which all partners are perceived to be equally valued. This educational community is geared to student, candidate, and teacher learning. The ongoing relationships developed through a PDS help ensure a level of trust that helps bring about the learning community.