Abstract Improving performance in an environment often tested by intermingled social problems, including poverty, racial isolation, cultural clashes between teachers and students, and school funding disparities requires authentic, committed family, school, and community partnerships. Using Bryk’s (2010) model for effective and improving schools, our study describes challenges and achievements experienced over a decade of implementing the full-service community school (FSCS) reform in two neighborhoods in Indianapolis, Indiana. We also share lessons about funding, collaborative structures and processes, and organizational responses to change. The study has broad implications for both FSCSs and urban schools with comparable demographics that are working to build effective partnerships to address social problems in lasting ways.

中文翻译：

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通过伙伴关系进行社区参与：从实施全方位服务的社区学校的十年中吸取的教训

摘要在通常由混杂的社会问题（包括贫困，种族隔离，师生之间的文化冲突以及学校资金差距）共同考验的环境中，提高绩效需要真实，坚定的家庭，学校和社区伙伴关系。我们使用Bryk（2010）的模型来有效和改善学校，我们的研究描述了在印第安纳州印第安纳波利斯的两个社区实施全面服务社区学校（FSCS）改革十年来遇到的挑战和成就。我们还将分享有关资金，协作结构和流程以及组织对变化的反应的课程。这项研究对于FSCS和具有可比人口统计特征的城市学校均具有广泛的意义，这些国家正在努力建立有效的伙伴关系，以持久解决社会问题。