Date of Award

Spring 1-17-2023

Degree Type


Degree Name

EdD Education Leadership, Management and Policy


Education Leadership, Management and Policy


Daniel Gutmore, Ph.D.

Committee Member

David Reid, Ph.D.

Committee Member

Norma Fernandez, Ed.D.


Full-Service Community School Model, School Community, Parental Involvement, School Outcomes, School Climate, School Resources, Academics, Community Engagement, Urban Education


Many school districts, particularly in inner-city communities, face numerous barriers to students’ academic success. Unfortunately, the school paradigm is not constructed to address the glaring social/emotional conditions affecting millions of children (Anderson-Butcher et al., 2017). As a result, educators and social reformers have urged school leaders to expand the public school mission by emphasizing community agencies to bridge the socio-economical gaps plaguing urban districts (Dryfoos, 1994; Dryfoos, 1998). The Full-Service Community School (FSCS) model involves collaboration with community organizations by making the school a hub for the community beyond typical academic services (Blank et al., 2003; Dryfoos, 1994; Dryfoos, 1998). Despite the promising research on the FSCS model, little analysis has been done to understand parents’ and staff’s perceptions of the model. This study investigates teacher and parent perceptions of the Full-Service Community School model and its impact on overall school communities. This narrative research design used semi-constructed interviews to capture stakeholders’ experiences regarding how they perceive the model to impact school communities. The study found that parents and teachers perceive the FSCS model to positively impact the school community, especially in school climate, school resources, academics, and community engagement. These findings substantiated the prior research on the Full-service community school model and its impact on school outcomes.