| This is a sequential explanatory mixed methods study examined the existence of the four characteristics of the Full-Service Community School model that were developed from previous research, and the study was conducted in Title I elementary schools in a southeastern school district. The four characteristics of the FSCS model include: (a) program identification and implementation, (b) on-campus auxiliary services, (c) parent and community engagement activities, and (d) collaboration among stakeholders.;This sequential explanatory mixed methods study was carried out in three phases. Phase I was the pilot phase that involved: (a) an expert review by an expert in the field of community schools, (b) a pilot principal survey, and (c) a pilot principal interview. Phase II of the mixed methods study consisted of the data collected from a principal survey given to the Title I elementary principals in one district. From the data analysis, three Title I elementary principals were purposefully selected. In Phase III, three Title I elementary principals participated in interviews, observations, and collections of artifacts. The school personnel participated in focus groups. Data analysis included descriptive statistical analysis for numerical data and qualitative coding analysis for narrative data in search of evidence for the existence of the four characteristics of the FSCS model and barriers to their existence.;In the major findings section, each research question was addressed. For research question one, What Full-Service Community School characteristics are evident among Title I elementary schools in one southeast Louisiana district, all four of the characteristics were found in the surveys sent to the forty-seven Title I elementary schools in a southeastern Louisiana district. For research question two, In what ways, if any, do the selected southeast Louisiana elementary schools under study reflect the characteristics of the Full-Service Community School model, characteristic one (Program Identification and Implementation) and characteristic three ( Parent and Community Engagement Activities) were evident in the three data sources from all three schools. Characteristic two (On-Campus Auxiliary Services) was not found in School A. There was some evidence of characteristic two in Schools B and C. There was evidence for most of the items within characteristic four (Collaboration among Stakeholders ) in Schools A and B. There was evidence for some of the items within characteristic four in School C.;For research question three, What, if any, barriers prevent the implementation of the Full-Service Community School model, data gathered from the principal survey, principal interview, and staff focus group targeted more barriers than the four barriers found in the research. |
