Little, P. (2011). Expanded Learning Opportunities in Washington State: Pathways to Student Success. Extract of www.schoolsoutwashington.org/UserFiles/File/ELO%20Policy%20Brief%. First and foremost, learning partnerships can support student outcomes (see, for example, Little, Wimer, & Weiss, 2008). For example, the Massachusetts after-school research study found that after-school programs with stronger relationships with teachers and principals were more successful in improving homework completion, homework, positive behavior, and student initiative. This may be because positive relationships with schools can foster stimulating, challenging and high-quality activities and encourage employee engagement (Miller, 2005). Key partners began implementation based on the Children`s Aid Society`s community school model, which emphasized a strong curriculum supported by a wide range of extracurricular activities for students and the community. access to on-site physical, behavioural and dental services; and a robust parental retention program.

However, the Evans model also involved a much greater role and partnership with UCF, similar to the University of Pennsylvania-assisted community school approach. UCF has dedicated resources to partnership in many programs such as nursing, education, behavioral health, and medicine. The New Futures initiative has identified some intermediate steps that can lead to better outcomes: raising awareness of issues facing vulnerable youth; initiate a dialogue between community leaders and representatives; development of comprehensive school-based information systems; and showed how to build a strong relationship between the public and private sectors through the combination of leadership and money (Schargel & Smink, 2001, p. 202). The National League of Cities, in collaboration with colleagues at the GWU Milken School of Public Health, produced a report examining the role of cities in promoting education and health, with a focus on the community schools strategy. The report, titled “Advancing Education and Health through a Community Schools Strategy,” includes several urban spotlights highlighting innovative health and education efforts, as well as strategies for cities to navigate the changing health landscape. Being a Lifelong Achiever Starts Today (BLAST) is a program of the Community Learning Centers of the 21st Century in Atlanta, Georgia. He has an effective collaboration with Atlanta Memorial Hospital and New Attitudes Health and Fitness Center. Students learn and are mentored to improve their lifestyle by making dietary changes and exercising properly and regularly. Students have access to a full range of health professionals and services at the centre and can participate in a 10-week wellness program.

At the end of the 10-week course, known as “The Body Shop,” the student who has undergone the greatest transformation receives a membership in New Attitudes. This subscription gives access to the entire wellness and fitness center for one year. Many students also learn to swim and overcome their fear of water. As there is no community pool or community gymnasium, this partnership has provided students with resources that would not otherwise be available to them (Manhattan Strategy Group, 2011). School-community collaboration occurs when groups or organizations come together to form an educational community. The education environment includes a variety of educational institutions such as schools, homes, places of worship, media, museums, libraries, community organizations and businesses (Drew, 2004). Everyone in the community is responsible for the quality of education. This section of the toolkit provides examples of partnerships and their relevant documents and materials that can serve as a guide for emerging or sustainable partnerships. When schools, families and the community work together, children benefit. School staff, families and community members all make important contributions to student development and success, and the best results are achieved when the three work together as equal partners. In a community school, youth, families and community residents work in equal partnership with schools and other community facilities to develop and adapt programs and services for that community.

Partnerships are an important part of 21st century community learning centres, and since 2006, the number of partners has grown each year. In 2010, the 3,450 fellows engaged more than 30,000 partners, with an average of nearly 9 partners per fellow. Community-based organizations were the most common partners in 2010, almost three times more than any other type of partner. For-profit businesses and school districts were the second and third most used partners, with colleges and universities also playing an important partnership role. In January 2009, the president of the Children`s Home Society of Florida joined UCF leaders – the dean of the College of Health and Public Affairs, the dean of the College of Education, and the director of the Center for Community Partnerships – to tour Children`s Aid Society community schools in New York City. They returned to Florida to look for a way to develop a community school in Central Florida. Schools do not exist in a vacuum and they cannot do it alone. In order for students to stay in school, their social, economic, family and academic needs must be met.