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Professional Readings includes reviews of recent publications and highlights of reports on current issues that affect schools. Your contributions are welcome. Send them to principal@osu.edu. Please indicate if we may use your name in the “contributor” credits.

Full-Service Schools: Are They a Remedy for Our Ailing Urban School Systems?

by Melissa S. Ockerman-Rulong

PDF version (122 KB)

The plight and problems associated with educating urban youth have been well documented. Haunted by elevated dropout rates, high poverty and crime, and low parental and community involvement, there is little disagreement that city schools are in need of comprehensive systemic changes. In this vein, innovative educational reforms are emerging. One such movement is full-service schools, led by Joy G. Dryfoos, a leading authority on their evolution and implementation. The idea, according to Dryfoos, is to “fix the institution” rather than to “fix the students” by developing strong collaborative partnerships with community agencies in order to provide valuable school­based services. The table depicts the components of a full-service school and the parties responsible for the services rendered:

Quality Education Provided by Schools

Support Services Provided by Community Agencies
  • Basic Skills
  • Individualized Instruction
  • Team Teaching
  • Cooperative Learning
  • School­based Management
  • Healthy School Climate
  • Parent Involvement
  • Effective Discipline
  • Health Screening
  • Dental Services
  • Family Planning
  • Individual Planning
  • Substance Abuse Treatment
  • Mental Health Services
  • Basic Services: food, clothing, shelter
  • Recreation, Sports, Culture
  • Mentoring
  • Family Welfare Services
  • Parenting Education, Literacy
  • Childcare
  • Employment Training

Provided by Schools AND/OR Community Agencies

  • Health Education and Promotion
  • Social Skills Training
  • Life Planning (preparation for the world of work)
Source: Dryfoos, 1994, p. 13.

Are Full-Service Schools Effective?

There have been two major evaluative studies conducted regarding the efficacy of the full-service school model. Findings of these studies can be grouped into the following five overarching themes related to the improvement of student, family and community well being:

  • Improved student learning. (Improved grades and increased proficiency test scores).
  • Positive development. (Improved school attendance and decreased behavioral problems).
  • Promotion of family engagement in schools. (Increased communication between caretakers and school staff, increased attendance at school meetings, and increased parent volunteer hours).
  • Positive school environment. (Safer and more cheerful school climates).
  • Increased community vitality and well­being. (Increased knowledge of community resources, greater use of school buildings, strengthened community pride, and increased access to medical and mental health services for students and their families).

Where do I learn more about full-service schools?

Although additional research is merited, preliminary results are promising. If you are interested in learning more about this innovative educational reform effort and how it may assist your students, you can check out the following comprehensive resource:

Dryfoos, J. G. (1994). Full-service schools: A revolution in health and social service for children, youth, and families. San Francisco: Jossey-Bass.

Other websites to find out more about innovative programs to meet the needs of all students:

The Care Team Program >
What Kids Need: Developmental Assets >
National Coalition for Parent Involvement in Education >

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