A recent study by the Learning Policy Institute (LPI) has found that California’s investment in Community Schools is having a significant positive impact on student outcomes. The research focused on the first group of schools funded through the California Community Schools Partnership Program, examining data from their first full year of implementation.
The findings indicate notable improvements in several key areas. Chronic absence rates at Community Schools dropped by 30 percent compared to similar schools without grant funding. Suspension rates decreased by 15 percent, and academic achievement scores increased, particularly among students who have been historically underserved. Black students and English learners experienced gains equivalent to about 43 additional days of learning in math and 36 in English language arts.
At a press conference held at Encanto Elementary School in San Diego, CTA President David Goldberg described the collaborative nature of Community Schools:
A Community School is both a place and a set of partnerships between the school, families, and other community organizations with an integrated focus on academics, health and wellness, leadership and community engagement, which can lead to improved student attendance, achievement, and school climate. Community Schools represent a collaborative effort where educators, parents, families, and community groups share decision-making power with school district administrators to best provide the support students and families need every day. Encanto Community Schools Coordinator Clarissa Elmore said, “Being a community school means inviting parents to the table – not just as participants, but as thought partners and leaders.”
The approach allows each school to address its unique community needs through shared governance involving all stakeholders—students, families, educators, administrators, and community members.
Kyle Weinberg, Special Education teacher and President of the San Diego Education Association stated: “Here in San Diego, we are centering site-based councils and joint leadership structures that ensure educators, families, and community voices shape every step of implementation. This model validates that when stakeholders share decision-making power, schools become more responsive and equitable for our students and communities.”
San Diego Unified School District Superintendent Dr. Fabi Bagula highlighted how these partnerships help meet broader student needs: “Community schools are built on partnerships between community organizations, families, educators, staff, and the district because it takes all of us to ensure that our children show up to school…and feel the love and belonging that is necessary for them to thrive. Here in San Diego…community schools are one of our strongest tools for meeting those needs. The research shows us what happens when we sustain this kind of work – not only do outcomes improve but the most vulnerable students…get the support they deserve. That makes this investment not only moral and smart but also essential.”
Walker Swain from LPI summarized the report’s significance: “The early results from the first cohort of schools served by the California Community Schools Partnership Program (CCSPP) are promising,” he said. “In just the first full year of implementation…making significant reductions in chronic absence and suspension rates along with improvements in student achievement; especially for traditionally underserved students…Together these studies suggest community schools are a scalable tool for addressing educational inequalities…” He added that further analysis will be conducted as more data becomes available.
The expansion of Community Schools accelerated after United Teachers Los Angeles advocated for funding during their 2019 strike. In 2021 negotiations led by CTA secured over $3 billion—later increased to $4.1 billion—in state funds through 2028 for expanding this model statewide.
