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Ferrara, Jacobson, and their colleagues illuminate how community
schools become a comprehensive, place-based strategy that both
supports high-quality teaching and learning and addresses
out-of-school barriers to success. They provide first-hand accounts
of how diverse actors, working together, build partnerships between
the school and other local entities—higher education
institutions, government health and social service agencies,
community-based non-profits, and faith-based organizations. These
partnerships intentionally seek to provide opportunities and
supports that are enjoyed by students in better resourced schools
in which the schools’ work is routinely (but often invisibly)
supplemented by high-capacity communities and families.
Ferrara, Jacobson, and their colleagues illuminate how community
schools become a comprehensive, place-based strategy that both
supports high-quality teaching and learning and addresses
out-of-school barriers to success. They provide first-hand accounts
of how diverse actors, working together, build partnerships between
the school and other local entities—higher education
institutions, government health and social service agencies,
community-based non-profits, and faith-based organizations. These
partnerships intentionally seek to provide opportunities and
supports that are enjoyed by students in better resourced schools
in which the schools’ work is routinely (but often invisibly)
supplemented by high-capacity communities and families.
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