To what extent are schools engaging key interest-holders in community schools implementation?

Overview of Engaging Educational Partners in Year 3

This section of the APR examines how community schools engage various interest-holder groups in the process of implementation. The questions focus on the depth and quality of engagement with individuals such as students, staff, families members, and community partners.

Analysis of Year 3 APR data indicates that schools, across all three cohorts, were most successful in engaging administrators (87% at 75-100% engagement rate), certified staff (55% at 75-100% engagement rate), and classified staff (42% at 75-100% engagement rate) in community schools implementation. More than 60% of respondents also reported engaging 75-100% of community partners. While 6% of grantees in Year 3 indicated engaging students at a rate of 0%, longitudinal trends of Y1 through Y3 showed that engagement of students is increasing (see below).

In each of the past three years, an increasing percentage of grantees reported very high engagement levels (75-100%) for each interest-holder group. The percentage of grantees that reported 0% engagement also decreased across interest-holder groups. (Note: due to measurement changes in Year 3 APR, the analysis and visualization have excluded Community Members).

Year 1-3 Growth, Cohort 1

Across Cohort 1 schools (Year 1 = 450 schools; Year 2 = 431 schools; Year 3 = 435 schools), we see steady increases in the percentage of grantees that reported engaging each group of interest-holders at a rate of 75-100% each year. Year 3 APR shows particularly enhanced engagement of community partners, students, family members, and certified staff since Year 1.

Historically Marginalized Groups

In Year 3, English Learners and socioeconomically disadvantaged students are the two most engaged marginalized groups, with 40% and 39% of grantees reporting very high engagement (75-100%). Use the “Cohort” filter to see Cohort 1 schools’ deepened implementation and engagement across all historically marginalized groups.

Qualitative findings suggest that grantees describe their approach to engaging historically marginalized students and families as relationship-based and service-driven. Across all groups, schools emphasize listening to families, maintaining ongoing communication, and providing concrete supports such as home visits, social work services, and academic or language interventions. While engagement strategies are largely embedded in school-wide systems, schools also tailor supports to specific groups: for example, a language academy run by English Learner (EL) specialists for ELs, and follow-up phone calls and attendance contracts for chronically absent students. Overall, engagement is framed as a process grounded in trust, responsiveness, and provision to supports.