The purpose of this quantitative study was to identify and describe the nature and extent of the relationships, if any, that existed between a Community Partnership Schools™ (CPS) model community school and the outcomes of graduation and attendance rates at one public high school in Florida. An evaluation study utilizing an interrupted time series (ITS) design addressed this problem by identifying and describing the relationship between the CPS model and the key outcome measures using visual analysis and descriptive statistics. Graduation and attendance rates for seven years before the CPS model was introduced (2003-2010) and seven years after the CPS model was introduced (2010-2017) at the CPS school were compared to the graduation and attendance rates for the same time frames of five other matched comparison high schools that had not implemented a CPS model community school. Findings of this study, though mixed, suggest the Community Partnership Schools™ model may have provided a positive environment for improvement in key measures at the targeted CPS high school. Though no definitive conclusions were reached, this study alongside other evaluations of the Community Partnership Schools™ model may be helpful in informing decision makers regarding the potential positive influence of the CPS model on such measures as graduation and attendance rates.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Executive Track
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Ellis, Amy, "The Impact of the Community Partnership Schools Model Community School on Graduation and Attendance Rates in One Florida High School." (2019). Electronic Theses and Dissertations, 2004-2019. 6313.