Building relationships between schools and community agencies to meet 21st century learning demands: Critical factors

This study explores critical factors in relationships onships between schools and community agencies. These relationships are increasingly important because schools cannot act alone in the 21st century. A case study approach was used in this exploratory study. Data was collected from multiple sources and the analysis was iterative, involving multiple rounds of coding as themes emerged. The four themes include: (1) Policy Limits Recognition, (2) the Integrated Time-table System, (3) Academy Formation, and (4) the Counselor System. Our understanding of the themes was informed by contextual information about the case and literature. Building from these themes, three design principles were derived for establishing relationships beyond school boundaries. We recognize that there are possible barriers to the practical implementation of these principles, but they provide a guiding ideal and goal. This study illuminates the need to reassess current relationships between schools and communities to increase student outcomes.