Community schools aim to transform public schools into social centers, serving multiple social and civic needs. Although the concept emerged in the early 20th century, the modern era of community schools began in the early 1990s, as research revealed that fostering community partnerships and emphasizing family well-being in schools in low socioeconomic areas improved academic achievement.
This report examines the community schools model as a place-based strategy to reduce barriers to educational achievement for students in high-poverty communities. Drawing on decades of research and practice, IU Public Policy Institute analysts traced the historical development of full-service community schools, reviewing evidence on how integrating student supports, expanding extracurricular opportunities, and strengthening family and community engagement can influence student outcomes.
PPI analysts synthesized existing evaluations to assess what is known about the effectiveness of community schools, highlighting both promising results—such as improvements in attendance, school climate, and family engagement—and limitations in the evidence base, particularly regarding academic achievement and variation across local contexts. They also examined the theoretical foundations of the model, the key local and institutional conditions that shape implementation, and recurring challenges involving partnerships, data infrastructure, and long-term funding.
PPI analysts designed this report to guide policymakers, educators, and community leaders in planning, implementing, and expanding community schools. It outlines key considerations for effective practice and long-term impact, including evidence on cost-effectiveness and return on investment.
