Endnotes

1 Rogers, J. S. (1998). Community schools: Lessons from the past and present; Kirp, D. L. (2011) Kids first: Five big ideas for transforming children’s lives. New York: Public Affairs. Note that while this kind of help is especially beneficial to poor children, who otherwise do without, middle-class families would also benefit from the after-school and summer activities; what’s more, having a clinic on the premises means that a parent doesn’t have to leave work for their child’s doctor’s appointments.
2 Maier, A., Daniel, J., Oakes, J., & Lam, O. (2017) Community Schools: An evidence-based school improvement strategy. Learning Policy Institute and the National Education Policy Center, 2017.
3 Maier, A., Daniel, J., Oakes, J., & Lam, O. (2017).
4 Oakes, J., Maier, A., & Daniel, J. (2017). Community schools: An evidence-based strategy for equitable school improvement. Boulder, CO: National Education Policy Center. Retrieved August 10, 2018 from http://nepc.colorado.edu/publication/equitable-community-schools
5 New York City Department of Education. (2014). De Blasio Administration’s first 45 community schools get paired with community partners and Prepare for 2015 launch. New York, New York: New York City Department of Education. Retrieved August 13, 2018 from https://www.schools.nyc.gov/about-us/news/announcements/contentdetails/2014/12/01/de-blasio-administration-s-first-45-community-schools-get-paired-with-community-partners-and-prepare-for-2015-launch
6 Child Trends describes integrated student supports this way: “Integrated student supports (ISS) are a school-based approach to promoting students’ academic success by developing or securing and coordinating supports that target academic and non-academic barriers to achievement. These resources range from traditional tutoring and mentoring to provision of a broader set of supports, such as linking students to physical and mental health care and connecting their families to parent education, family counseling, food banks, or employment assistance. While ISS programs take many forms, integration is key to the model—both integration of supports to meet individual students’ needs and integration of the ISS program into the life of a school.” Moore, K.A., Emig, C. (2014). Integrated Student Supports: A Summary of the Evidence Base for Policymakers (white paper) Bethesda, Maryland: Child Trends.
7 Putnam, R. (2016). Our Kids; Pamela R. Bennett, Amy C. Lutz, and Lakshmi Jayaram (2012). Beyond the Schoolyard: The Role of Parenting Logics, Financial Resources, and Social Institutions in the Social Class Gap in Structured Activity Participation. Sociology of Education 85(2) 131–157, 2012.
8 Maier, A., Daniel, J., Oakes, J. and Lam, O. (2017). Community Schools
9 Maier, A., Daniel, J., Oakes, J. and Lam, O. (2017). Community Schools
10 Journey for Justice Alliance. (2018). Failing Brown v. Board. https://www.j4jalliance.com/failing-brown-finding-and-demands/
11 Afterschool Alliance. (2014). America After 3PM: Afterschool Programs in Demand. Washington, D.C.
12 Afterschool Alliance. (2014). America After 3PM.
13 Afterschool Alliance. (2014). America After 3PM.
14 Afterschool Alliance. (2014). America After 3PM.
15 Afterschool Alliance. (2014). America After 3PM.
16 Afterschool Alliance. (2014). America After 3PM.
17 The 49th Annual PDK Poll of the Public’s Attitudes Toward the Public Schools: Academic achievement isn’t the only mission (2017) Phi Delta Kappan, Vol 99, Issue 1, pp. NP1 - NP32
18 Farbman, D. (2015). The Case for Improving and Expanding Time in School: A Review of Key Research and Practice. Updated and Revised February 2015. National Center on Time & Learning.
19 Four Point Educational Partners, 2017, Governance Structures for City Afterschool Systems: Three Models. New York, NY: The Wallace Foundation. Retrieved August 1, 2018 from http://www.wallacefoundation.org/knowledge-center/pages/governance-structures-for-city-afterschool-systems-three-models.aspx
20 American Federation of Teachers & Meriden Federation of Teachers. (2014). It’s about time: Lessons from expanded learning time in Meridan, CT. Washington, DC: American Federation of Teachers.
21 Katie Brackenridge, Jessica Gunderson, Mary Perry, Expanding Learning: A Powerful Strategy for Equity. Partnership for Children & Youth (PCY) and Policy Analysis for California Education (PACE)
22 Castrechini, S., & London, R. A. (2012). Positive student outcomes in community schools. Washington, DC: Center for American Progress.
23 Castrechini, S., & London, R. A. (2012); Biag, M., & Castrechini, S. (2016). Coordinated strategies to help the whole child: Examining the contributions of full-service community schools. Journal of Education for Students Placed at Risk, 21(3), 157–173
24 Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
25 Mapp, Karen L and Kuttner, P. (2014). Partners in Education: A Dual Capacity-Building Framework for Family – School Partnerships.
26 Partners for Each and Every Child. Process and protest, California: How are districts engaging stakeholders in LCAP development? http://partnersforeachandeverychild.org/process-and-protest-california/.
27 C.R.S. § 22-7-301(2), 2012
28 Mapp, Karen L and Kuttner, P. (2014).
29 Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press; Gruenert, S. (2016). Correlations of collaborative school cultures with student achievement. NASSP Bulletin, 89(645), 43–55; Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: an analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–74; Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91; Kraft, M. A., & Papay, J. P. (2014). Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36(4), 476–500; Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute; Ingersoll, R., Dougherty, P, & Sirinides, P. (2017) School Leadership Counts. Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania and The New Teacher Center; Rubinstein, S. A., & McCarthy, J. E. (2016). Union–Management Partnerships, Teacher Collaboration, and Student Performance. ILR Review, 69(5), 1114–1132.
30 Coalition for Community Schools (n.d.). School-community partnerships essential in a reauthorized ESEA. Washington, DC: Coalition for Community Schools_.
31 Blank, M., Melaville, A., & Shah, B. (2003). Making the difference: Research and practice in community schools. Washington, DC: Coalition for Community Schools
32 Coalition for Community Schools (2017) Community Schools: A Whole Child Framework for School Improvement. http://www.communityschools.org/assets/1/AssetManager/Community-Schools-A-Whole-Child-Approach-to-School-Improvement1.pdf
33 Sebring, P. B., Bryk, A. S., & Easton, J. Q. (2006). The Essential Supports for School Improvement. Human Development (September).
34 Rubinstein, S. A., & Mccarthy, J. E. (2012). Public school reform through union-management collaboration. Advances in Industrial and Labor Relations, 20, 1–50. https://doi.org/10.1108/S0742-6186(2012)0000020004
35 Dede, C. (2010). Comparing frameworks for 21st century skills. 21st century skills: Rethinking how students learn, 20, 51-76.
36 Trilling, B., & Fadel, C. (2012). 21st century skills: Learning for life in our times. John Wiley & Sons.
37 Hallinger, P. (2011). Leadership for learning: Lessons for 40 years of empirical research. Journal of Educational Administration, 49(2) 125–142; For more on increasing capacity through professional learning of teachers see Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: an analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–74
38 Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school leadership: What it is and how it influences pupil learning. Nottingham, UK: Department for Education and Skills.
39 Sanders, M. G. (2018). Crossing Boundaries: A Qualitative Exploration of Relational Leadership in Three Full-Service Community Schools. Teachers College Record, 120(4), n4.
40 Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the Teacher Shortage: How to Attract and Retain Excellent Educators. Palo Alto, CA: Learning Policy Institute; Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.