{"id":{"repo_id":"texas","oai_identifier":"oai:repositories.lib.utexas.edu:2152/136173"},"canonical_url":"https://search.dev.ndltd.org/etd/texas/oai:repositories.lib.utexas.edu:2152/136173","repository":{"repo_id":"texas","name":"University of Texas","base_url":"https://repositories.lib.utexas.edu/server/oai/request"},"display":{"title":"Stewarding planning with community schools","abstract":"This report makes the case that the planning profession should stop overlooking and siloing planning for K-12 schools. Schools impact planners’ work. APA members have been trying to end the siloed approach to school planning for some time. A review of school planning matters shows that the best that schools can do to support their own communities isn’t enough to address a deep rooted planning problem: Fragmented governance of metropolitan areas continues to leave youth in concentrated poverty. Only an un-“fragmented” planning can reintegrate neighborhoods, and thus schools. Planners should leverage community schools to facilitate an education element in comprehensive plans aimed at reintegrating communities at a regional level. Community schools can serve as a physical hub, an educational strategy, and a placemaking approach, and are more prepared than traditional schools to engage in comprehensive planning. This report develops a diagnostic tool, the School Plan Integration Report Card, to explore opportunities for cooperation between a comprehensive planning entity and the community schools in its area. It establishes standard grading criteria meant to provoke consideration of how the goals, objectives, and policies of a community school plan and comprehensive planning document(s) conflict or reinforce one another. To pilot this tool, the report explores grading the only three cases of overlap between federally-funded community schools and award-winning comprehensive plans by using AI to conduct content analysis of extensive planning documents.","abstract_html":"This report makes the case that the planning profession should stop overlooking and siloing planning for K-12 schools. Schools impact planners’ work. APA members have been trying to end the siloed approach to school planning for some time. A review of school planning matters shows that the best that schools can do to support their own communities isn’t enough to address a deep rooted planning problem: Fragmented governance of metropolitan areas continues to leave youth in concentrated poverty. Only an un-“fragmented” planning can reintegrate neighborhoods, and thus schools. Planners should leverage community schools to facilitate an education element in comprehensive plans aimed at reintegrating communities at a regional level. 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