This brief focuses on one promising dimension of University-assisted community schools partnerships: undergraduate and graduate student action research in community school settings. When grounded in democratic engagement, reciprocity, shared decision-making, and authentic relationship-building, undergraduate and graduate research can move beyond a course requirement. Students become co-learners who help schools collaboratively investigate real-world challenges, clarify and uplift community assets, and develop and implement actionable solutions through partnership. At the same time, undergraduate and graduate students gain research skills, civic identity, and deeper academic learning. Done well, this work strengthens both community schools and universities through transformational partnerships. We offer three examples of community-engaged scholarship, highlighting the voices and experiences of undergraduate and graduate students as well as their community partners. The brief closes with reflections on the infrastructure needed to develop and sustain these partnerships.

Suggested Citation: 

Gordon, M., Barranco, Y., Jenkins, J., Sundar, S.,  Greenwald, A., &  Quartz, K. H. (2026). University-Assisted Community Schools (UACS) and Community-Engaged Scholarship: Student Action Research Supporting K-16+ Teaching and Learning: A UACS Research Practice Policy Brief. UCLA Center for Community Schooling. https://communityschooling.gseis.ucla.edu/student-action-research-supporting-k-16-teaching-and-learning/