The reauthorization of the Elementary and Secondary Education Act (ESEA) presents a critical opportunity to strengthen America's schools and improve results for students, families and communities. But to meet these goals, the legislation must make real investments in comprehensive, integrated services for disadvantaged students and families, addressing serious barriers to learning that exist both inside and outside the classroom. Such services will effectively narrow the achievement gap and keep students-including our most vulnerable students-on track toward high school graduation, college and careers.
The community school model is one vital route for delivering these kinds of services. By developing innovative strategic partnerships, smartly leveraging limited resources, actively engaging parents, and empowering local communities to determine what works best for their children, community schools are proving that it is possible to address the myriad challenges that disadvantaged students face. We believe that the community school model must be an essential piece of federal education reform. While the Senate HELP (Health, Education, Labor, and Pensions) Committee's recent bill reauthorizing ESEA is a marked improvement over No Child Left Behind, it falls short of incentivizing states and school districts to adopt a community school model. Elev8 is advocating for a number of critical changes:
- Preserve access to out-of-school-time learning programs for disadvantaged students; strengthen the role of community-based organizations in the delivery of these programs. Among our recommendations: The current 21st Century Community Learning Center (CCLC) funding formula and permissible uses should be maintained, and 21st CCLC grants should require strong school/community partnerships. Eligibility should be based on Title I status, to ensure access for disadvantaged students. 21st CCLC professional development should include out-of-school-time teachers and staff. Finally, Congress should strengthen the role of community-based organizations in the Science, Technology, Engineering, and Math Instruction and Student Achievement program (STEM) [Title IV, Part B], as well as the Successful, Safe, and Healthy Students program [Title IV, Part C].
- Make school-based healthcare available to more students. The evidence is clear that healthier students miss fewer days and perform better in school. Improving access to healthcare is essential for boosting education outcomes. School-based health centers (SBHCs) have particular advantages. Students who use them have higher attendance rates, more "seat time," higher grade point averages, and higher graduation rates than students who do not. ESEA can be strengthened by emphasizing the role of school-based healthcare.
- Engage parents more effectively. Engaging parents/families in children's education is vital for improving academic outcomes and attendance and reducing dropout rates-particularly for students in low-performing schools. Current ESEA language includes a 1 percent reservation for family engagement programs [Sec. 1118 (c)(1)]; we support an increase to 2 percent. We also believe that the majority of these funds should be set aside for implementation of effective engagement strategies at the school (rather than districtwide) level. Finally, we are advocating for a number of improvements in the language to authorize Parent and Family Information and Resource Centers (Title IV, Part F), including a codified emphasis on capacity-building, technical assistance, strengthening of family-school partnerships, sharing of best and innovative practices, and implementation of research-based programs and practices.
- Encourage safe and productive schools. Safer schools are higher-performing schools, but punitive disciplinary practices are not the answer. Schools that provide robust mental health services, address disciplinary problems through preventative strategies, counter violence and drug use, and offer a range of positive supports for students and families create a safer and more effective learning environment. ESEA should require the collection and reporting of better school climate and disciplinary data. School climate measures should be incorporated into the legislation's accountability framework. And funding should be increased for intervention efforts designed to improve student engagement and the larger learning environment.
- Make the community school model an allowable intervention for schools in need of improvement. There is a growing body of evidence that the community school model is an effective mechanism for school improvement. We urge Congress to consider its inclusion as an allowable intervention model for schools in need of improvement, as outlined in the Supporting Community Schools Act/S. 616, sponsored by Senators Sanders and Mikulski.
- Support school resource coordinators. The coordinator is responsible for building results-focused partnerships, integrating school and community resources based on individual student needs, engaging families and community members, mobilizing partners, and helping to align and leverage resources and integrate funding streams. Elev8 schools have demonstrated the value of this role, across extraordinarily diverse communities in Baltimore, Chicago, Oakland and New Mexico. Principals in these schools testify to the enormous impact that coordinators have had on school climate, family engagement and student achievement.
- Protect vital education resources. We oppose The House of Representatives' Education and Workforce Committee's recently passed State and Local Funding Flexibility Act (H.R. 2445) and Setting New Priorities in Education Spending Act (H.R. 1891) and urge the Conference Committee to reject their inclusion in the final ESEA bill. Both would diminish resources for urgently needed programs, particularly for disadvantaged students.
In sum, ESEA must do more to support comprehensive, integrated services for disadvantaged students, including stronger incentives to implement the community school model. The changes outlined above will strengthen ESEA and improve the ability of schools around the country to positively impact their students and communities.
