These publications highlight the vital role teachers play in advancing the goals of community schools. Drawing on research and practice, they explore how educators serve as instructional leaders, collaborators, and agents of change. Focused on culturally sustaining and community-responsive teaching, these publications provide insights into how teaching can drive school transformation and support student and family success.
These publications highlight how community schools serve as powerful hubs for healing, learning, and collective action by engaging families and communities as co-educators, leaders, and advocates. From multigenerational artmaking and immigrant legal clinics to anti-racist curriculum design and integrated student support systems, these publications illustrate what’s possible when schools actively partner with communities to address students’ holistic needs.
Grounded in research-practice partnerships at UCLA Community Schools and beyond, these publications examine how students develop voice, purpose, and the skills to navigate complex systems. From cultivating play and biliteracy in the early years to designing high school internships and tracking college-going outcomes, reports highlight efforts to center students’ lived experiences, cultural assets, and aspirations.
These publications highlight how community schools can serve as catalysts for redesigning schools and systems by addressing policy issues and reimagining governance, leadership, and accountability. From shifting accountability toward whole-child outcomes to aligning district policies with community partnerships and student supports, this scholarship illustrates how community schools offer a framework for building more equitable and sustainable education systems.
To commemorate the 10th anniversary of the movement, longstanding Pilot School partners from the Center for Powerful Public Schools and the UCLA Center for Community Schooling joined with the Pilot School Organization to take stock of the collective experience of 47 schools.
This brief describes the UCLA Community School’s efforts to address and meet the needs of undocumented students. We describe the school context as well as the symbiotic relationship between research and practice. We conclude by providing resources and considerations for practitioners to better support undocumented students on their campus.
