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Strengthen the Evidence for Maternal and Child Health Programs

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Evidence Tools
MCHbest. Adult Mentor.

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Strategy. Community Schools

Approach. Support the development of community schools with a mentoring component to increase adolescents' access to adult mentors.

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Overview. Community schools, also known as full-service community schools, comprehensive community schools, or community learning centers, partner with a variety of community service organizations to provide academic instruction, youth development, family support, mental and physical health resources, and social services for students and families, as well as community development opportunities.[1] Services offered through community schools vary; each school is designed to address local needs and priorities.[1] Services can include tutoring, mentoring, case management, mental health counseling, early childhood and adult education, extracurricular activities, family engagement, after-school care, medical and dental care, nutrition services, opportunities for physical activity, and access to social service programs and employment training and assistance.[2, 3] An example of place-based initiatives, community schools are developed through partnerships among educators, city planners, public health practitioners, and community members.[3] Community schools are frequently located in neighborhoods with residents with low incomes in rural or urban areas and are financed through a mix of public and private funds.[4] Community schools are open to students, their families, and the broader community every day, even when school is not in session.

Evidence. Scientifically Rigorous Evidence. Strategies with this rating are most likely to be effective...

Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.

Outcome Components. This strategy has shown to have impact on the following outcomes (Read more about these categories):

  • Health and Health Behaviors/Behavior Change. This strategy improves individuals' physical and mental health and their adoption of healthy behaviors (e.g., healthy eating, physical activity).
  • Utilization. This strategy improves the extent to which individuals and communities use available healthcare services.

Detailed Outcomes. For specific outcomes related to each study supporting this strategy, access the peer-reviewed evidence and read the Intervention Results for each study.

Intervention Type. Community Organizing (Read more about intervention types and levels as defined by the Public Health Intervention Wheel).

Intervention Level. Community-Focused

Examples from the Field. There are currently no ESMs that use this strategy. Search similar intervention components in the ESM database.

Sample ESMs. Here are sample ESMs to use as models for your own measures using the RBA framework (see The Role of Title V in Adapting Strategies).

Quadrant 1:
Measuring Quantity of Effort (“What/how much did we do?”)

  • Number of community schools established or expanded with a mentoring component for adolescents. (Shows the scale and reach of the approach) Number of adult mentors recruited, trained, and matched with adolescents through community school mentoring programs. (Indicates the capacity and engagement of the mentor pool)

Quadrant 2:
Measuring Quality of Effort (“How well did we do it?”)

  • Percent of community school mentoring programs that adhere to evidence-based practices and quality standards for effective youth mentoring. (Shows the fidelity and rigor of the approach design and implementation) Number of adult mentors recruited, trained, and matched with adolescents through community school mentoring programs. (Indicates the capacity and engagement of the mentor pool)

Quadrant 3:
Measuring Quantity of Effect (“Is anyone better off?”)

  • Number of adult mentors in community schools who complete comprehensive training and receive ongoing support to ensure quality and consistency of mentoring relationships. (Indicates the investment in mentor development and retention) Number of adolescents in community schools who demonstrate improved academic, social-emotional, or behavioral outcomes as a result of mentoring relationships. (Indicates the approach's effect on key developmental indicators and success factors) Number of adolescents in community schools with mentors who graduate from high school and enroll in postsecondary education or secure gainful employment. (Shows the approach's long-term impact on educational and economic success for youth) Number of mentoring best practices and models disseminated and adopted by other schools and youth-serving organizations based on the success and learnings of community school mentoring programs. (Indicates the approach's broader influence on the field of youth development and education)

Quadrant 4:
Measuring Quality of Effect (“How are they better off?”)

  • Percent of adult mentors in community schools who complete comprehensive training and receive ongoing support to ensure quality and consistency of mentoring relationships. (Indicates the investment in mentor development and retention) Percent of adolescents in community schools who demonstrate improved academic, social-emotional, or behavioral outcomes as a result of mentoring relationships. (Indicates the approach's effect on key developmental indicators and success factors) Percent of adolescents in community schools with mentors who graduate from high school and enroll in postsecondary education or secure gainful employment. (Shows the approach's long-term impact on educational and economic success for youth) Percent of mentoring best practices and models disseminated and adopted by other schools and youth-serving organizations based on the success and learnings of community school mentoring programs. (Indicates the approach's broader influence on the field of youth development and education)

Note. When looking at your ESMs, SPMs, or other strategies:

  1. Move from measuring quantity to quality.
  2. Move from measuring effort to effect.
  3. Quadrant 1 strategies should be used sparingly, when no other data exists.
  4. The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.

References

[1] CCS-FAQs - Coalition for Community Schools (CCS). Frequently asked questions about community schools.

2 US ED-FSCS - U.S. Department of Education (U.S. ED), Office of Elementary and Secondary Education (OESE). Full-Service Community Schools Program (FSCS).

3 Cohen 2012a - Cohen AK, Schuchter JW. Revitalizing communities together: The shared values, goals, and work of education, urban planning, and public health. Journal of Urban Health. 2012;90(2):187-196.

4 Blank 2003 - Blank M, Melaville A, Shah B. Making the difference: Research and practice in community schools. Coalition for Community Schools. Washington, DC: Coalition for Community Schools; 2003.

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.