This guide is designed to help foundation program officers, educators and organizers understand and use the Education Organizing Indicators Framework to understand and advance the work of community organizing for school reform. The guide first lays out the distinguishing characteristics of the community organizing approach, and shows through a theory of change how community organizing effects change by building community capacity and linking that capacity to increased public accountability which creates the political will to improve conditions in schools and student learning. Along with a detailed explanation of each indicator area, the guide explains how the Framework can help different audiences advance the work of community organizing for school reform: for foundation program officers, through learning how to recognize and understand the accomplishments of community organizing groups; for educators, through appreciating how community organizing can complement their efforts and what it can accomplish that is outside the realm of professional educators; and for organizers and leaders, through gaining a vocabulary for describing their achievements and criteria for assessing their work.
Strong Neighborhoods, Strong Schools: The Education Organizing Indicators Framework: A User’s Guide
Eva Gold , Elaine Simon , Chris Brown
Date: March 2002
Related Publications
![](https://www.researchforaction.org/wp-content/uploads/2024/06/for-the-good-of-the-city-catto-evaluation2.jpg)
Publication
“For the Good of the City” An Early Evaluation of the Catto Scholarship
Kri Burkander, Karin Gegenheimer, Alita Robinson
![revisiting-research-on-school-closings-cover-image](https://www.researchforaction.org/wp-content/uploads/2024/06/revisiting-research-on-school-closings-cover-image2.jpg)
Publication
Revisiting Research on School Closings: Key Learnings for District and Community Leaders
Mary Eddins, Maja Pehrson, Kevin Burgess
![Responding, Reimagining, Realizing: Out-of-School Coordination in a New Era](https://www.researchforaction.org/wp-content/uploads/2024/06/how-ostis-responded-pandemic-racial-reckoning.jpg)
Publication
Responding, Reimagining, Realizing: Out-of-School Coordination in a New Era
Tracey A. Hartmann, Wendy McClanahan, Mark Duffy, Leana Cabral, Carolyn Barnes, Ph.D, Brian Christens, Ph.D
![Personalized, Competency-Based Learning in Arizona: A Case Study of Implementation in Yuma Union High School District](https://www.researchforaction.org/wp-content/uploads/2024/06/yuma-case-study-pbcl-az.jpg)
Publication
Personalized, Competency-Based Learning in Arizona: A Case Study of Implementation in Yuma Union High School District
Kevin Burgess, Julia Ransom, Mark Duffy
![Personalized, Competency-Based Learning in Arizona: A Case Study of Implementation in an Elementary School in Santa Cruz Valley Unified School District 35](https://www.researchforaction.org/wp-content/uploads/2024/06/pcbl-az-santa-cruz-case-study.jpg)
Publication
Personalized, Competency-Based Learning in Arizona: A Case Study of Implementation in an Elementary School in Santa Cruz Valley Unified School District 35
Julia Ransom, Kevin Burgess, Mark Duffy
![Personalized, Competency-Based Learning in Arizona: A Preliminary Report on Implementation and Student Outcomes](https://www.researchforaction.org/wp-content/uploads/2024/06/pcbl-az-implementation-outcomes-web.jpg)
Publication
Personalized, Competency-Based Learning in Arizona: A Preliminary Report on Implementation and Student Outcomes
Karin Gegenheimer, Dae Y. Kim, Mark Duffy
![](https://www.researchforaction.org/wp-content/uploads/2024/02/examining-the-impact-implementation-cost-effectiveness-completion-coaching-promise.jpg)
Publication
Examining the Impact, Implementation, and Cost Effectiveness of Completion Coaching in a Statewide College Promise Program
Dae Y. Kim, Karin Gegenheimer
![](https://www.researchforaction.org/wp-content/uploads/2024/02/cli-blueprint-for-early-learning-evaluation-report-img2.jpg)
Publication
Children’s Literacy Initiative’s Blueprint for Early Learning: Evaluation Report
Alyn Turner, Jill Pierce, Kendall LaParo
![Virtual Approaches Hold Promise for Expanding After- school Art Programming](https://www.researchforaction.org/wp-content/uploads/2023/12/virtual-approaches-web-feature-image.jpg)
Publication
Virtual Approaches Hold Promise for Expanding Afterschool Art Programming
Wendy McClanahan, Tracey A. Hartmann
![Small but Mighty](https://www.researchforaction.org/wp-content/uploads/2023/11/small-but-mighty-landing-page-img.jpg)
Publication
Small but Mighty: Lessons from Black Teachers’ Experiences in Allegheny County
Siettah Parks, Kevin Burgess, Leana Cabral, Mary Eddins, Alita Robinson
![Allegheny County Student and Teacher Race and Ethnicity, 2022-23](https://www.researchforaction.org/wp-content/uploads/2023/11/quant-supp-hero2.png)
Publication
Allegheny County Teacher and Student Demographics: 2022-23 Update
Mary Eddins, David Lapp, Anna Shaw-Amoah
![Top 5 Insights from RFA's Community Research Partnership](https://www.researchforaction.org/wp-content/uploads/2023/10/becoming-a-community-engaged-research-organization-top-five-insights-report-from-rfa-community-partnership_Page_01-720x720.jpg)
Publication
Top 5 Insights from RFA’s Community Research Partnership: Becoming a Community-Engaged Research Organization
Kate Callahan, Saxon Nelson