Graduate Defense: David Melville

Dissertation Information

Title: The Community School Model in Idaho: Exploring Implementation in Urban and Rural Settings

Program: Doctor of Education in Curriculum and Instruction

Advisor: Dr. Keith Thiede, Curriculum, Instruction, and Foundational Studies

Committee Members: Dr. Lindsey Turner, College of Education, and Dr. Michael Humphrey, Early and Special Education

Abstract

This dissertation explores the implementation of the community school model in Idaho, with a focus on the distinct experiences and outcomes in both urban and rural settings. The community school model is designed to integrate academic, health, and social services to provide a deep supportive environment for students, families, and the community that ties to improvements to student learning, successes of school outputs, and engagements with the community. The primary aim of this research study is to review and assess the effectiveness of the community school model in Idaho, and how it enhances educational outcomes, promotes community engagement, and addresses the diverse needs of students and schools across the rural and urban implementations in Idaho.

Utilizing a multi-case qualitative study design, this research includes in-depth interviews with key members across the community school movement in Idaho, in both urban and rural implementation sites. The study utilized Grounded Theory to explore the processes and phenomena of community school implementation. The findings indicate that schools in Idaho have been successful in implementing these systems changes, according to the four pillars of the community school model. Visible evidence of successful implementation of the community school model in Idaho included integrated student supports, expanded learning opportunities, and active parent and community engagement. This research also documents processes that occurred during implementation, including the challenges of resource limitations, the levels of community involvement, and the need for tailored strategies to meet the varying needs of the community which the school serves. The research also documented factors associated with success during the implementation process, including ongoing collaboration amongst key stakeholders, a deep investment in resources and supports, and an ability to adapt to the unique needs, strengths, and characteristics of the community in which the school engages. While rural schools had challenges associated with distance from partners, many schools represented in this work had been able to establish thriving community schools with robust service offerings and strong family engagement. Insights show that rural implementation is possible, particularly with coordinated support from engaged partners.

This dissertation highlights the importance and value of the community school model. Implications of this research extend beyond Idaho, providing important insights, key strategies, and lessons learned for strengthening the community school model nationwide.