Full-Service Community Schools
15
counties
22
school districts
106
schools
TRANSFORMATIONAL PROGRESSThe role of community schools in rejuvenating communities
Partners for Rural Impact is the fiscal agent and lead implementation partner for five U.S. Department of Education Full-Service Community Schools projects. Together they provide services in 15 counties, 22 school districts and 106 schools across eastern Kentucky.
The nation has long looked to schools to do more than educate children. The best schools serve as de facto community hubs, where children learn and play and families build life-long connections. PRI partners with schools to support students and families through enhanced academic support, family-friendly and accessible health care, expanded learning time and academic enrichment, increased access for parents and families, and better postsecondary, work and career opportunities for the entire community.
Policy Studies Associates, an independent evaluation firm, conducted an evaluation of each project. PRI’s work in eastern Kentucky has made substantial progress toward those ambitious goals.
Four pillars
The FSCS grants are structured around four pillars designed to enhance the effectiveness of the community school model.
Holistic and integrated student supports
Academic, health and family supports coordinated around the student rather than delivered in isolation.
Collaborative leadership and practice
School coordinators working in close partnership with principals, district staff and community organizations.
Active family and community engagement
Events, services and outreach that bring families into school and connect them to what they need.
Expanded and enriched learning time
Programming that deepens the school's curriculum, during class, beyond the school day and on field trips.
Grants, enrollment and selected demographics
PSA evaluated five of the FSCS grants awarded to PRI — four multi-district grants and a statewide scale-up grant.
| Measure | Jenkins-Letcher | Lee-Menifee-Powell-Wolfe | State Scale Up | Breathitt-Knott | Hazard-Perry |
|---|---|---|---|---|---|
| Award number | S215J220061 | S215J220055 | S215J220074 | S215J230043 | S215J230037 |
| Type of grant (award year) | Multi-LEA (FY22) | Multi-LEA (FY22) | State Scale Up (FY22) | Multi-LEA (FY23) | Multi-LEA (FY23) |
| Number of districts | 2 | 4 | 12 | 2 | 2 |
| Number of schools | 10 | 15 | 60 | 11 | 10 |
| Student enrollment | 3,144 | 5,471 | 26,014 | 4,434 | 4,880 |
| Children experiencing poverty | 32.1% | 36.4% | 33.8% | 35.4% | 29.9% |
| Children whose primary caretaker is a grandparent | 9.3% | 12.8% | 10.9% | 11.5% | 5.7% |
Grounded in community and data
A foundational feature of the FSCS model is that each school has a school coordinator whose role is to align community resources and partnerships with school and community needs, in close collaboration with principals. Doing that well in close-knit small communities requires deep local knowledge and the ability to build and sustain trusting relationships with educators, families, community organizations and businesses.
So PRI has prioritized hiring school coordinators from within the communities the grants serve. Consequently they quickly become trusted partners to their schools, and PSA’s data show that principals and school staff hold universally positive views of their school coordinators and deeply value their efforts.
An integrated data collection and analysis system relieves the burden of monitoring from those coordinators while still providing what is needed for program improvement. PRI also provides initial and ongoing training on grant management, asset mapping and needs assessments, and community engagement, alongside a peer mentorship program and role-based training.
Shared challenges, shared themes
The communities PRI serves face significant challenges, including the destabilizing effects of the opioid crisis on student home lives and transportation difficulties amplified by both poverty and the remoteness of student homes. These contribute to chronic absenteeism, and to the difficulty of shifting mindsets about the importance of coming to school. Even so, the commitment to helping students overcome them is evident among leaders and staff alike.
Needs assessments across all grants pointed to a shared appetite for more programs and resources. For children, the top needs identified were academic support, enrichment programs, and career awareness and job training. For adults, they were job training and workforce development, family and community events, and before- and after-school childcare.
- A focus on preparing students for future careers that grow their communities and state.
- Strategies, programs and activities that expand, enhance and enrich each school's curricula to improve student learning.
- Supporting and respecting traditional and kinship families.
- Easing access to otherwise difficult to obtain health care, such as dental and vision exams.
In practice
Opening new horizons
Each grant has broadened students' conceptions of possible careers and given them real-world work experience. School coordinators have built partnerships with local employers, supported work-based learning, aligned career exploration with regional workforce needs, and exposed students to higher education opportunities.
Enriching the curriculum
School coordinators secure external providers to deliver activities that enhance the school's curricula, deepening student learning and often integrating with school-day instruction. They work with teachers and administrators to plan activities that align with the academic program. These would not be available without the grant, and may occur during class time, outside the school day, or on field trips.
A welcoming school
All school coordinators work to create a welcoming environment for students and families, aligned with a shared priority across districts to increase attendance — through inviting physical spaces and community-building activities. Beyond this, coordinators plan and deliver programs in and out of school to support student academics, and take on strategic coordination and planning roles.
Engaging families
PRI FSCS has done much to engage families that might otherwise feel removed from their children's education. School coordinators work with school and district staff, including school-based Family Resource and Youth Services Centers, to identify community needs, plan services and coordinate efforts. They have hosted events that bring families into school, coordinated health and social services, and connected families to adult education.
Basic health care within reach
Families in these districts struggle to access basic health care, and easily remedied conditions like needing eyeglasses or untreated dental cavities can severely affect attendance, engagement and academic performance. Each school now has either an on-site clinic or a partnership with local providers to host vision screenings, dental exams and other basic care for students and their families.
Read the evaluations
Each project was evaluated independently by Policy Studies Associates. The vignettes in each report tell that community’s own story.
Partner with us
We work alongside corporations, philanthropies, and public partners committed to rural communities. Let’s explore how we can build opportunity together.