Communities, tribes, states and the federal government must work together to create infrastructure that provides public and community-based services to underserved children. This includes health and mental health care, social services and nutrition. It also includes providing expanded learning time, and encouraging parental engagement. Communities should explore options to limit the concentration of low-income students in particular schools.
Issue Advisory Partners
Kent McGuire, Southern Education Foundation
Marty Blank, National Coalition for Community Schools
Marc Morial, National Urban League
Warren Simmons, Annenberg Institute for School Reform
John Jackson, The Schott Foundation
Doris Williams, Rural School and Community Trust
Peter Edelman, Georgetown Center for Poverty & Inequality
Nadine Burke Harris, Center for Youth Wellness
More Resources & Tools on Mitigating Poverty’s Effects
The passage of the ESSA includes important accountability provisions that advance the principle that student success and school quality are measured by more than just academic test scores. Rather, a comprehensive approach to school improvement requires intentional investment in a whole-child, whole-school effort, where students, learn more >
Monique M. Chism, Ph.D.
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
Re: Community Schools Recommendations for U.S. Department of Education, Non-Regulatory Guidance
Dear Dr. Chism,
Thank you for the opportunity to respond to the ESSA Request for Non-Regulatory Guidance.
Partners for Each and Every learn more >