全球智库信息集成服务系统

Six Core Structures and Services of the NYC-CS Are Being Implemented Across Virtually All Community Schools in the Study

• The schools have shown a marked increase over time in the prevalence of these components since the onset of the initiative in 2014.
• There is also substantial variation in the format and degree of program components that schools have in place.

Schools Were More Developed in Their Initiatives Related to Coordination and Connectedness, Compared with Continuous Improvement and Collaboration

• The largest share of schools indicated that they were in the "maturing" stage, suggesting schools are progressing toward implementing the full community school model.
• Although the exploratory analysis of the capacity index scores shows variation in schools' development, we found no consistent relationship with structural characteristics such as grade configuration and building colocation status.
• That aspects of schools' cultural climate were positively associated with capacity development.

NYC-CS Is Providing Complementary Supports for the Schools That It Also Designated as Renewal Schools

• This is a concurrent school-improvement initiative. Many school leaders expressed optimism about the transformative potential of the community schools approach because it both injects new services into the school setting and changes the social fabric of the school community, for both students and adults.
• Many school leaders said that the programs and services related to the NYC-CS were helpful complements to the academic-oriented supports of the Renewal School Program, in which many of the study schools also participate.