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Strengthen the Evidence for Maternal and Child Health Programs

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Evidence Tools
MCHbest. Medical Home: Referrals.

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Strategy. Community Schools

Approach. Collaborate with community schools to improve referrals to needed community resources for children and their families.

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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 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. Services offered through community schools vary; each school is designed to address local needs and priorities.[1]

Evidence. Scientifically Rigorous Evidence. Strategies based on scientifically rigorous evidence are proven effective across multiple robust studies. While success is highly likely, local impact may vary. Monitor outcomes and use data to tailor these strategies to the community's unique needs.

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

Potential Data Sources. Data to support this strategy can be accessed through:

  • Community partner and collaboration data
  • Parent satisfaction data
  • Engagement data between schools and families

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

  • Access to/Receipt of Care. This strategy increases the ability for individuals to obtain healthcare services when needed, including preventive, diagnostic, and treatment services.
  • Community Health Factors.

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 school staff who are trained by Title V and equipped to identify children and families in need of community resources and make effective referrals. (Shows the capacity and readiness of the school workforce to implement the approach)
  • Number of community resource referrals made by community schools that are trained by Title V that are appropriate, timely, and aligned with the expressed needs and preferences of children and families. (Indicates the quality and responsiveness of the referral process)

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

  • Percent of community school staff who are trained by Title V and equipped to identify children and families in need of community resources and make effective referrals. (Shows the capacity and readiness of the school workforce to implement the approach)
  • Percent of community resource referrals made by community schools that are trained by Title V that are appropriate, timely, and aligned with the expressed needs and preferences of children and families. (Indicates the quality and responsiveness of the referral process)

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

  • Number of collaborative meetings and data-sharing agreements led by Title V established between community schools and community resource providers to facilitate seamless referrals and service coordination. (Shows the level of cross-sector partnership and infrastructure to support the approach)
  • Number of continuous quality improvement process and feedback loops implemented by Title Vto monitor, evaluate, and strengthen the referral system for community schools and community resource providers. (Indicates the commitment to data-driven decision-making and ongoing improvement of the approach)
  • Number of community resource gaps or challenges identified and addressed by Title V as a result of insights and data generated through the community school referral system. (Shows the approach's impact on driving systems change and resource allocation to better meet the needs of children and families)
  • Number of community partners convened by Title V (e.g., policymakers, funders, service providers) who recognize and invest in community schools as a critical hub and connector for supporting the holistic needs of children and families. (Indicates the approach's success in shifting mindsets and mobilizing resources to advance the community school vision)

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

  • Percent of community school referral process and materials reviewed by Title V that are edited to be reachable, trauma-informed, and tailored to the unique needs and strengths of children and families. (Shows the family-centeredness of the approach's design)
  • Percent of community resource providers trained by Title V that offer services and supports that are evidence-based, developmentally appropriate, and aligned with best practices for serving children and families. (Indicates the quality and effectiveness of the resources being connected through the approach)
  • Percent of community resource gaps or challenges identified and addressed by Title V as a result of insights and data generated through the community school referral system. (Shows the approach's impact on driving systems change and resource allocation to better meet the needs of children and families)
  • Percent of community partners convened by Title V (e.g., policymakers, funders, service providers) who recognize and invest in community schools as a critical hub and connector for supporting the holistic needs of children and families. (Indicates the approach's success in shifting mindsets and mobilizing resources to advance the community school vision)

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.