Abstract:

Although the charge to educate all United States students equitably is decades old, the reality of good schools particularly in high poverty urban settings is sporadic and random, born of acts of individual honor rather than norms of consistent excellence. High poverty urban schools present a contextual layering of challenges that coupled with the changes in economics, politics and demographics suggest that alone, schools cannot meet the needs presented by the most vulnerable students and families. However, collaboratively integrating the work of health and human service agencies, businesses and faith-based organizations, the nonacademic barriers to learning students experience can be removed. Using an ecological framework, this paper will examine aspects of two national community school models being used in conjunction with Detroit Public Schools, an urban center which has been characterized as rife with racial division, distrust and deeply-held animosity

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