Abstract
Purpose. The purpose of this study was to describe the history, practices, and characteristics of community schools administered by group-home facilities in California's San Joaquin Valley. Methodology. The data presented in this study were collected through focus group interviews with students and staff members, through individual interviews with key personnel involved in their implementation of community school programming, and through archival data from records of the schools. Six questionnaires were used to address the key variables and respondents including students, teachers, administrators, and key staff members. Findings. Community schools administered by group homes follow a traditional educational model, with a few unique enhancements: small student-teacher ratios (3:15), individual support in the classroom, and strong administrative support. Community schools effectively serve a small population of secondary students in their identified school districts. Similar to traditional education, these programs are not the answer to the needs of each and every student in the school district. Community schools are strong alternatives to traditional models providing there is sufficient support for the identified program and target population. Conclusions. Community schools are structured similarly to traditional models. They look like a traditional school; however, they have distinct features differentiating them from a traditional program. Successful outcomes at community schools are reflected by strong administrative support, positive school environment, and flexible organizational structure allowing administrators to address the needs of individual students. Recommendations. Community schools can be an important alternative option for atrisk students in school districts. It is recommended that school districts evaluate successful community school models and explore variations of these schools to develop community school options for additional district populations. It is also recommended that community schools consider options, including independent study and vocational programs, to transfer successful students from community schools to other alternative programs, once they have caught up on academic credits.