A new report, released on Dec. 14 by the Learning Policy Institute, found that academic outcomes for high-poverty schools can be improved if they become community schools. Community schools help create better conditions for learning by providing supports such as health and dental care, counseling and on-site washing machines. The Learning Policy Institute found that high-quality, well-designed examples of this model have the potential to increase standardized test scores and other academic metrics, though the researchers caution that even the best community schools still require strong teachers and good curricula.

The study cited “four pillars” of community schools: integrated student supports, expanded learning time and opportunities, family and community engagement, and collaborative leadership and practice. Overall, they work best when families, community members and educators work together to identify local needs and assets and develop sustainable programs to provide the necessary services.

The report also found that every dollar spent on school-based wraparound services returns up to $15 in social value and economic benefit.

 “State and district policymakers can consider community schools as a highly effective, evidence-based intervention for schools identified as low-performing,” said Jeannie Oakes, a co-author of the report and a senior fellow at the Learning Policy Institute.

The Washington Post, Dec. 13