{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/92886"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/92886","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"\"A journey through \"\"the village\"\": lessons learned from the full-service community school model at Legacy High School\"","abstract":"There are many education reform models intended to close the achievement gap between different groups of students (i.e., students from different racial and ethnic backgrounds, students of differing household income levels, students who live in rural versus metropolitan regions, etc.). Although not common practice, some education reformers have shifted toward designing models that make targeted efforts to recognize and combat the fact that educational realities and opportunities of students are differential based on a student's (and their family's) level of access to economic wealth and social capital. The full-service community school model is one education reform model that recognizes the urgent need to address health, social, cultural, and ecological necessities of students and their communities, which, if unaddressed, can impede students' learning and development and overall quality of life. Furthermore, this school model provides its students and the surrounding community with wraparound services, formed through partnerships between the school and community organizations, that are in place to mitigate the resource deficits that often plague high-need communities. Through a 9-month ethnographic intrinsic case study, this research engaged the Legacy High School community in order to gain insight into how their school's full-service community school model is apparent in various aspects of students' lives, as well as the day-to-day organizational structure of the school. Although the full-service community school model is becoming an increasingly widely used school model, the research and published literature on this topic is limited and concentrated among a small collection of scholars. The primary purposes of this study are to understand the impacts of the full-service community school model through exploring its implementation at Legacy High School and contribute to the literature on this particular school model.","abstract_html":"There are many education reform models intended to close the achievement gap between different groups of students (i.e., students from different racial and ethnic backgrounds, students of differing household income levels, students who live in rural versus metropolitan regions, etc.). Although not common practice, some education reformers have shifted toward designing models that make targeted efforts to recognize and combat the fact that educational realities and opportunities of students are differential based on a student's (and their family's) level of access to economic wealth and social capital. The full-service community school model is one education reform model that recognizes the urgent need to address health, social, cultural, and ecological necessities of students and their communities, which, if unaddressed, can impede students' learning and development and overall quality of life. Furthermore, this school model provides its students and the surrounding community with wraparound services, formed through partnerships between the school and community organizations, that are in place to mitigate the resource deficits that often plague high-need communities. Through a 9-month ethnographic intrinsic case study, this research engaged the Legacy High School community in order to gain insight into how their school's full-service community school model is apparent in various aspects of students' lives, as well as the day-to-day organizational structure of the school. Although the full-service community school model is becoming an increasingly widely used school model, the research and published literature on this topic is limited and concentrated among a small collection of scholars. The primary purposes of this study are to understand the impacts of the full-service community school model through exploring its implementation at Legacy High School and contribute to the literature on this particular school model.","abstract_has_math":false,"creators":["Anderson, Chanee"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["Dixson, Adrienne D.","Trent, William T.","Higgins, Christopher R.","Welton, Anjalé D.","Lowe, Aisha N"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-11-10T18:27:17Z","date_published":"2016-11-10T18:27:17Z","updated_at":"2026-07-22T22:26:35Z","subjects":["full-service community schools","full-service","community schools, wraparound supports"],"languages":["en"],"rights":["Copyright 2016 Chanee Anderson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/92886","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dixson, Adrienne D.","Trent, William T.","Higgins, Christopher R.","Welton, Anjalé D.","Lowe, Aisha N"]},{"key":"dc:creator","label":"Author","values":["Anderson, Chanee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-11-10T18:27:17Z","2018-11-11T10:15:19Z","2016-05-13","2016-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["full-service community schools","full-service","community schools, wraparound supports"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Chanee Anderson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/92886"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["There are many education reform models intended to close the achievement gap between different groups of students (i.e., students from different racial and ethnic backgrounds, students of differing household income levels, students who live in rural versus metropolitan regions, etc.). Although not common practice, some education reformers have shifted toward designing models that make targeted efforts to recognize and combat the fact that educational realities and opportunities of students are differential based on a student's (and their family's) level of access to economic wealth and social capital. The full-service community school model is one education reform model that recognizes the urgent need to address health, social, cultural, and ecological necessities of students and their communities, which, if unaddressed, can impede students' learning and development and overall quality of life. Furthermore, this school model provides its students and the surrounding community with wraparound services, formed through partnerships between the school and community organizations, that are in place to mitigate the resource deficits that often plague high-need communities. Through a 9-month ethnographic intrinsic case study, this research engaged the Legacy High School community in order to gain insight into how their school's full-service community school model is apparent in various aspects of students' lives, as well as the day-to-day organizational structure of the school. Although the full-service community school model is becoming an increasingly widely used school model, the research and published literature on this topic is limited and concentrated among a small collection of scholars. The primary purposes of this study are to understand the impacts of the full-service community school model through exploring its implementation at Legacy High School and contribute to the literature on this particular school model.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2018-08-01","The student, Chanee Anderson, accepted the attached license on 2016-05-12 at 11:20.","The student, Chanee Anderson, submitted this Dissertation for approval on 2016-05-12 at 11:28.","This Dissertation was approved for publication on 2016-05-13 at 13:50.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9607 on 2016-11-10 at 12:18:56","Made available in DSpace on 2016-11-10T18:27:17Z (GMT). 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Although not common practice, some education reformers have shifted toward designing models that make targeted efforts to recognize and combat the fact that educational realities and opportunities of students are differential based on a student's (and their family's) level of access to economic wealth and social capital. The full-service community school model is one education reform model that recognizes the urgent need to address health, social, cultural, and ecological necessities of students and their communities, which, if unaddressed, can impede students' learning and development and overall quality of life. Furthermore, this school model provides its students and the surrounding community with wraparound services, formed through partnerships between the school and community organizations, that are in place to mitigate the resource deficits that often plague high-need communities. Through a 9-month ethnographic intrinsic case study, this research engaged the Legacy High School community in order to gain insight into how their school's full-service community school model is apparent in various aspects of students' lives, as well as the day-to-day organizational structure of the school. Although the full-service community school model is becoming an increasingly widely used school model, the research and published literature on this topic is limited and concentrated among a small collection of scholars. The primary purposes of this study are to understand the impacts of the full-service community school model through exploring its implementation at Legacy High School and contribute to the literature on this particular school model.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2018-08-01","The student, Chanee Anderson, accepted the attached license on 2016-05-12 at 11:20.","The student, Chanee Anderson, submitted this Dissertation for approval on 2016-05-12 at 11:28.","This Dissertation was approved for publication on 2016-05-13 at 13:50.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9607 on 2016-11-10 at 12:18:56","Made available in DSpace on 2016-11-10T18:27:17Z (GMT). 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