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• Abrams, L.S., & Gibbs, J.T. (2000). Planning for school change: School-community collaboration in a full-service community school. Urban Education, 35(1), 79-103. https://doi.org/10.1177/0042085900351005 

• Provinzano, K., Riley, R., Levine, B., & Grant, A. (2018). Community schools and the role of university-school-community collaboration. Metropolitan Universities Journal, 29(2), 91-104. 

• Biag, M., & Castrechini, S. (2016). Coordinated strategies to help the whole child: Examining the contributions of full-service community schools. Journal of Education for Students Placed at Risk, 21(3), 157-175. https://doi.org/10.1080/10824669.2016.1172231 

• Dryfoos, J. G. (2000). Evaluation of Community Schools: Findings to Date. CO: Coalition for Community Schools. Retrieved from: http://www.communityschools.org /

• Durham, R., & Connolly, F. (2016, June). Baltimore Community Schools: Promise & Progress. Report prepared for Baltimore Education Research Consortium, Baltimore, MD. Retrieved from: http://baltimore-berc.org/wp 

• Heers, M., Van Klaveren, C., Groot, W., Maassen van den Brink, H. (2016). Community schools: What we know and what we need to know. Review of Educational Research, 86(4), 1016-1051. doi: https://doi.org/10.3102/0034654315627365 

• Meloche, A., Provinzano, K., Sondergeld, T., & Moy, M. (in press). Longitudinal evaluation of a middle grade community school and refugee center on college readiness outcomes of historically marginalized students using quantitative matched sampling. Children Services Review.

• Min, M., Anderson, J.A., & Chen, M. (2017). What do we know about full-service community schools? Integrative research review with NVivo. School Community Journal, 27(1), 29-54.

• Oakes, J., Maier, A., & Daniel, J. (2017). Community schools: An evidenced-based strategy for equitable school improvement. Boulder, CO: National Education Policy Center.  

• Provinzano, K., Koskey, K., & Sondergeld, T.A. (forthcoming). Examining how partnerships in a full-service community school influence the educational experiences of immigrant and refugee youth (IRY). In M. Reardon and J. Leonard (Eds), Current Perspectives on School/University/Community Research, vol. VI: A Place Called Home: School-University-Community Collaboration and the Immigrant Educational Experience. Information Age Publishing. 

• Provinzano, K., Sondergeld, T.A., Ammar, A.A., Meloche, A. (2020). A community school reform initiative for middle grades urban and newcomer students: Using mixed methods to examine student academic and non-academic outcomes over time and compared to a matched sample. Journal of Education for Students Placed at Risk (JESPAR). DOI: 10.1080/10824669.2020.1744441 

• Remedios, R., & Allan, J. (2006). New community schools and the measurement of transformation. International Journal of Inclusive Education, 10(6), 615–625.  doi.org/10.1080/13603110500221735 

• Sondergeld, T. A., Provinzano, K., & Johnson, C. C. (2020). Investigating the impact of an urban community school effort on middle school STEM-related student outcomes over time through propensity score matched methods. School Science and Mathematics Journal, 120(2), 90-103. https://doi.org/10.1111/ssm.12387 

• Adams, C. M. (2019). Sustaining full-service community schools: Lessons from the Tulsa Area Community Schools Initiative, Journal of Education for Students Placed at Risk (JESPAR), 24(3), 288-313. doi: 10.1080/10824669.2019.1615924 

• Daniel, J., & Snyder, J. (2015, December). Community schools as an effective strategy for reform. Stanford, CA: Stanford Center for Opportunity Policy in Education. Retrieved from https://nepc.colorado.edu/sites/default/files/community-schools-web11.pdf 

• Fehrer, K., & Leos-Urbel, J. (2016). We’re one team: Examining community school implementation strategies in Oakland. Education Sciences, 6(26), 1-24. doi: 10.3390/educsci6030026 

• FitzGerald, A. M., & Quiñones, S. (2018). Working in and with community: Leading for partnerships in a community school. Leadership and Policy in Schools. doi:10.1080/15700763.2018.1453938 

• Green, T.L., & Gooden, M.A. (2014). Transforming out-of-school challenges into opportunities: Community schools reform in the urban Midwest. Urban Education, 49(8), 930-954.

• Heers, M., Van Klaveren, C., Groot, W., Maassen van den Brink, H. (2016). Community schools: What we know and what we need to know. Review of Educational Research, 86(4), 1016-1051. doi: https://doi.org/10.3102/0034654315627365 

• Lawson, H.A., & van Veen, D. (2016). A shared rationale for new school designs with place-based differences. In H.A. Lawson & D. van Veen (Eds), Developing community schools, community learning centers, extended-service schools and multi-service schools: International exemplars for practice, policy, and research. Switzerland, Springer International Publishing.

• Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017, December). Community schools as an effective improvement strategy: A review of the evidence. Report prepared by the Learning Policy Institute and the National Education Policy Center. Retrieved from https://learningpolicyinstitute.org/sites/default/files/product-files/Community_Schools_Effective_REPORT.pdf

• McKinney de Royston, M. M., & Madkins, T. C. (2019). A question of necessity or of equity? Full-service community schools and the (mis)education of black youth, Journal of Education for Students Placed at Risk (JESPAR), 24(3), 244-271, doi: 10.1080/10824669.2019.1615920 

• Medina, M. A., Cosby, G., & Grim, J. (2019) Community engagement through partnerships: Lessons learned from a decade of full-service community school implementation, Journal of Education for Students Placed at Risk (JESPAR), 24(3), 272-287. doi: 10.1080/10824669.2019.1615923 

• Oakes, J., Maier, A., & Daniel, J. (2017). Community schools: An evidenced-based strategy for equitable school improvement. Boulder, CO: National Education Policy Center.  

• Provinzano, K., & Sondergeld, T. A. (forthcoming). A community school for refugees. In G. Mazurkiewicz and J. M. Fischer (Eds.), Expedition Inside Culture.

• Provinzano, K., Sondergeld, T. A., Knaggs, C. M. (2020). Community schools as a sustainable comprehensive school reform strategy: A transformative mixed methods perspective. Mid-Western Educational Researcher, 32(1), 3-30 . 

• Provinzano, K., Riley, R., Levine, B., & Grant, A. (2018). Community schools and the role of university-school-community collaboration. Metropolitan Universities Journal, 29(2), 91-104. 

• Remedios, R., & Allan, J. (2006). New community schools and the measurement of transformation. International Journal of Inclusive Education, 10(6), 615–625.  doi.org/10.1080/13603110500221735 

• Rooney, L. E., Videto, D. M., & Birch, D. A. (2015). Using the whole school, whole Community, whole child model: Implications for practice. Journal of School Health, 85(11), 817–823. doi: 10.1111/josh.12304 

• Warren, M.R. (2005). Communities and schools: A new view of urban education reform. Harvard Educational Review, 75(2), 133-173. 

• Daniel, J., & Snyder, J. (2015, December). Community schools as an effective strategy for reform. Stanford, CA: Stanford Center for Opportunity Policy in Education. Retrieved from https://nepc.colorado.edu/sites/default/files/community-schools-web11.pdf 

• Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017, December). Community schools as an effective improvement strategy: A review of the evidence. Report prepared by the Learning Policy Institute and the National Education Policy Center. Retrieved from https://learningpolicyinstitute.org/sites/default/files/product-files/Community_Schools_Effective_REPORT.pdf

• Mayger, L. K. & Hochbein, C. D. (2020) Growing connected: Relational trust and social capital in community schools. Journal of Education for Students Placed at Risk (JESPAR), https://doi.org/10.1080/10824669.2020.1824676

• Mayger, L., & Provinzano, K. (2020). Community school leadership: Identifying qualities necessary for developing and supporting equity-centered principals. Leadership and Policy in Schools. https://doi.org/10.1080/15700763.2020.1759652 

• Sanders, M. (2015). Leadership, partnerships, and organizational development: Exploring components of effectiveness in three full-service community schools. International Journal of Research, Policy, and Practice, 27(2), 157-177. 

• Sanders, M. (2018). Crossing boundaries: A qualitative exploration of relational leadership in three full-service community schools. Teacher College Record, 120(4), 1–36.

• Biag, M., & Castrechini, S. (2016). Coordinated strategies to help the whole child: Examining the contributions of full-service community schools. Journal of Education for Students Placed at Risk, 21(3), 157-175. https://doi.org/10.1080/10824669.2016.1172231 

• Diamond, C., & Freudenberg, N. (2016). Community schools: A public health opportunity to reverse urban cycles of disadvantage. Journal of Urban Health: Bulletin of the New York Academy of Medicine, 93(6), 923-939. doi:10.1007/s11524-016-0082-5 

• Dryfoos, J. G. (2000). Evaluation of Community Schools: Findings to Date. CO: Coalition for Community Schools. Retrieved from: http://www.communityschools.org /

• Durham, R., & Connolly, F. (2016, June). Baltimore Community Schools: Promise & Progress. Report prepared for Baltimore Education Research Consortium, Baltimore, MD. Retrieved from: http://baltimore-berc.org/wp 

• Federation for Community Schools (2017, August). Strategies for braiding funds under the Every Student Succeeds Act to support community school development. Retrieved from http://www.ilcommunityschools.org/images/files/ESSA%20support%20for%20community%20schools%2009-17.pdf 

• Galindo, C., Sanders, M., & Abel, Y. (2017). Transforming educational experiences in low-income communities: A qualitative case study of social capital in a full-service community school. American Educational Research Journal, 54(15), 140S–163S. doi:10.3102/0002831216676571 

• Green, T.L., & Gooden, M.A. (2014). Transforming out-of-school challenges into opportunities: Community schools reform in the urban Midwest. Urban Education, 49(8), 930-954.

• Jenkins, D., & Duffy, M. (2016). Community schools in practice: Research on implementation and impact. A PACER policy brief. Retrieved from https://files.eric.ed.gov/fulltext/ED570123.pdf 

• Lawson, H.A., & van Veen, D. (2016). A shared rationale for new school designs with place-based differences. In H.A. Lawson & D. van Veen (Eds), Developing community schools, community learning centers, extended-service schools and multi-service schools: International exemplars for practice, policy, and research. Switzerland, Springer International Publishing.

• McKinney de Royston, M. M., & Madkins, T. C. (2019). A question of necessity or of equity? Full-service community schools and the (mis)education of black youth, Journal of Education for Students Placed at Risk (JESPAR), 24(3), 244-271, doi: 10.1080/10824669.2019.1615920 

• Meloche, A., Provinzano, K., Sondergeld, T., & Moy, M. (in press). Longitudinal evaluation of a middle grade community school and refugee center on college readiness outcomes of historically marginalized students using quantitative matched sampling. Children Services Review.

• Provinzano, K., Koskey, K., & Sondergeld, T.A. (forthcoming). Examining how partnerships in a full-service community school influence the educational experiences of immigrant and refugee youth (IRY). In M. Reardon and J. Leonard (Eds), Current Perspectives on School/University/Community Research, vol. VI: A Place Called Home: School-University-Community Collaboration and the Immigrant Educational Experience. Information Age Publishing. 

• Provinzano, K., Sondergeld, T.A., Ammar, A.A., Meloche, A. (2020). A community school reform initiative for middle grades urban and newcomer students: Using mixed methods to examine student academic and non-academic outcomes over time and compared to a matched sample. Journal of Education for Students Placed at Risk (JESPAR). DOI: 10.1080/10824669.2020.1744441 

• Sondergeld, T. A., Provinzano, K., & Johnson, C. C. (2020). Investigating the impact of an urban community school effort on middle school STEM-related student outcomes over time through propensity score matched methods. School Science and Mathematics Journal, 120(2), 90-103. https://doi.org/10.1111/ssm.12387 

• Sanders, M. (2018). Crossing boundaries: A qualitative exploration of relational leadership in three full-service community schools. Teacher College Record, 120(4), 1–36.

• Warren, M.R. (2005). Communities and schools: A new view of urban education reform. Harvard Educational Review, 75(2), 133-173. 

• Kerr, K., & Dyson, A. (2016). Networked social enterprises: A new model of community schooling for disadvantaged neighborhoods facing challenging times. Education  Sciences, 6(20), 1-16. 

• Lawson, H.A., & van Veen, D. (2016). A shared rationale for new school designs with place-based differences. In H.A. Lawson & D. van Veen (Eds), Developing community schools, community learning centers, extended-service schools and multi-service schools: International exemplars for practice, policy, and research. Switzerland, Springer International Publishing.

• Mayger, L. K. & Hochbein, C. D. (2019). Spanning boundaries and balancing tensions: A systems perspective on the role of community school coordinators. School Community Journal, 29(2), 225-254.https://files.eric.ed.gov/fulltext/EJ1236593.pdf

• McKinney de Royston, M. M., & Madkins, T. C. (2019). A question of necessity or of equity? Full-service community schools and the (mis)education of black youth, Journal of Education for Students Placed at Risk (JESPAR), 24(3), 244-271, doi: 10.1080/10824669.2019.1615920 

• Medina, M. A., Cosby, G., & Grim, J. (2019) Community engagement through partnerships: Lessons learned from a decade of full-service community school implementation, Journal of Education for Students Placed at Risk (JESPAR), 24(3), 272-287. doi: 10.1080/10824669.2019.1615923 

• Rooney, L. E., Videto, D. M., & Birch, D. A. (2015). Using the whole school, whole Community, whole child model: Implications for practice. Journal of School Health, 85(11), 817–823. doi: 10.1111/josh.12304 

• Sanders, M. (2015). Leadership, partnerships, and organizational development: Exploring components of effectiveness in three full-service community schools. International Journal of Research, Policy, and Practice, 27(2), 157-177. 

• Sanders, M. (2018). Crossing boundaries: A qualitative exploration of relational leadership in three full-service community schools. Teacher College Record, 120(4), 1–36.

• Warren, M.R. (2005). Communities and schools: A new view of urban education reform. Harvard Educational Review, 75(2), 133-173. 

• Daniel, J., & Snyder, J. (2015, December). Community schools as an effective strategy for reform. Stanford, CA: Stanford Center for Opportunity Policy in Education. Retrieved from https://nepc.colorado.edu/sites/default/files/community-schools-web11.pdf 

• Federation for Community Schools (2017, August). Strategies for braiding funds under the Every Student Succeeds Act to support community school development. Retrieved from http://www.ilcommunityschools.org/images/files/ESSA%20support%20for%20community%20schools%2009-17.pdf 

• Warren, M.R. (2005). Communities and schools: A new view of urban education reform. Harvard Educational Review, 75(2), 133-173. 

• Abrams, L.S., & Gibbs, J.T. (2000). Planning for school change: School-community collaboration in a full-service community school. Urban Education, 35(1), 79-103. https://doi.org/10.1177/0042085900351005 

• Adams, C. M. (2019). Sustaining full-service community schools: Lessons from the Tulsa Area Community Schools Initiative, Journal of Education for Students Placed at Risk (JESPAR), 24(3), 288-313. doi: 10.1080/10824669.2019.1615924 

• Biag, M., & Castrechini, S. (2016). Coordinated strategies to help the whole child: Examining the contributions of full-service community schools. Journal of Education for Students Placed at Risk, 21(3), 157-175. https://doi.org/10.1080/10824669.2016.1172231 

• Diamond, C., & Freudenberg, N. (2016). Community schools: A public health opportunity to reverse urban cycles of disadvantage. Journal of Urban Health: Bulletin of the New York Academy of Medicine, 93(6), 923-939. doi:10.1007/s11524-016-0082-5 

• Dryfoos, J. G. (2000). Evaluation of Community Schools: Findings to Date. CO: Coalition for Community Schools. Retrieved from: http://www.communityschools.org /

• Fehrer, K., & Leos-Urbel, J. (2016). We’re one team: Examining community school implementation strategies in Oakland. Education Sciences, 6(26), 1-24. doi: 10.3390/educsci6030026 

• Heers, M., Van Klaveren, C., Groot, W., Maassen van den Brink, H. (2016). Community schools: What we know and what we need to know. Review of Educational Research, 86(4), 1016-1051. doi: https://doi.org/10.3102/0034654315627365 

• Jenkins, D., & Duffy, M. (2016). Community schools in practice: Research on implementation and impact. A PACER policy brief. Retrieved from https://files.eric.ed.gov/fulltext/ED570123.pdf 

• Lubell, E. (2011). Building community schools: A guide for action. Report prepared by the Children’s Aid Society National Center for Community Schools. Retrieved from http://www.theoryofchange.org/wp-content/uploads/toco_library/pdf/NCCS_BuildingCommunitySchools.pdf

• Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017, December). Community schools as an effective improvement strategy: A review of the evidence. Report prepared by the Learning Policy Institute and the National Education Policy Center. Retrieved from https://learningpolicyinstitute.org/sites/default/files/product-files/Community_Schools_Effective_REPORT.pdf

• Provinzano, K., Sondergeld, T. A., Knaggs, C. M. (2020). Community schools as a sustainable comprehensive school reform strategy: A transformative mixed methods perspective. Mid-Western Educational Researcher, 32(1), 3-30.