This paper advances the theoretical and applied connection between education policy and community development. We call this community-aware education policy, and it is based on Dean's (2012) conception of human need that is thick (i.e., accounts for a relational context), rather than relying solely on a thin conception (i.e., instrumental view with an individualistic focus). It is our contention that contemporary policy initiatives can be better designed and implemented so that individual and professional goals are attained while family and community well-being are enhanced. Using literature from the field of community development highlighting social support concepts, we "thicken" the concept of social policy to arrive at our theory of community-aware education policy. This theory is then applied to two cases in different national policy contexts: universal pre-kindergarten in New York State (US) and full-service schools in England (UK). Ultimately, we argue for a thick approach to need that results in the provision of a range of services and activities to serve children in schools better, and also the communities in which they reside. Keywords: community development; policy; rural education; social support; schools; extended schools; pre-kindergarten; 'thin' and 'thick' need Política educativa de "Consciencia Comunitaria": Aumentando la vitalidad individual y comunitaria Resumen: En este trabajo explora las conexiones teóricas y aplicadas entre la políticas educativas y desarrollo comunitario. Llamamos esta propuesta política educativa de consciencia comunitaria basados en la idea de Dean (2012) sobre necesidades humana que son "densas" (es decir, en relación con un contexto relacional), en lugar de concepciones "leves" (visiones instrumentales con enfoques individuales). Sostenemos que los esfuerzos políticos contemporáneos pueden ser mejor diseñados e implementados de manera que los objetivos individuales y profesionales se obtengan mientras que el bienestar familiar y comunitario mejoren. Basados en la literatura sobre desarrollo comunitario y resaltando conceptos sociales, que agregan "densidad" al concepto de la política social para llegar a nuestra teoría política educativa de consciencia comunitaria Esta teoría se aplica luego a dos casos en diferentes contextos de política nacional: educación inicial universal en el Estado de Nueva York (EE.UU.) y escuelas de servicio completo en Inglaterra (Reino Unido). En última instancia, argumentamos a favor de un enfoque "denso" sobre las necesidades que resulte en la prestación de una amplia gama de servicios y actividades para servir mejor a los niños en las escuelas y las comunidades en las que residen. Palabras clave: desarrollo comunitario; política; educación rural; apoyo social; escuelas de tiempo completo; educación inicial Política educativa de "Consciência Comunitária": Aumentando a vitalidade do indivíduo e da comunidade Resumo: Este trabalho acadêmico da suporte às conexões teóricas e aplicadas entre política educativa e desenvolvimento da co...

School-community relationships can serve many goals ranging from enhancing student achievement to community development. This article examines the relationship between school-community partnerships and community development in light of a state prekindergarten policy that requires partnering. To understand the local responses, we propose a typology using a continuum of partnering, from isolation to committed partner, and a continuum of community health, from declining to growth. Using mixed-method analysis, we apply this typology to the Universal Prekindergarten policy in New York State. The relationship among these measures illustrates the potential role of state education policy to positively or negatively affect the health of a community.

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School-community interactions facilitate connections between schools and their local surroundings; however, these relationships are subject not only to local political, economic, and social influences but also to broader political and institutional forces. Educational administrators' decisions about programming and partnering can be considered in light of who influences these decisions and why, as well as why administrators make these decisions. Leaders make partnering decisions using either or both local input and institutional level beliefs (Arum, 2000). Why educational leaders make decisions, like with whom and why to partner, is often related to regulations, norms, or deep-seated beliefs in the school or local culture (Scott, 2001). Data from case studies of five rural school districts in New York State provides a window onto the decision-making process surrounding the implementation, maintenance, and partnering involved in the implementation of a new statewide Universal Pre-Kindergarten (UPK) program. Contrary to arguments that non-local professional influences are displacing local influences,

Many rural school districts face declining enrollments. A few districts have taken the unusual path of recruiting international students in order to boost their enrollments. This study examines a community using this strategy and the resulting financial, academic, and social situations for the school, community, and students, both local and international. The program has two goals: to increase both enrollment and diversity in the school. The benefits and challenges are discussed in light of the social and academic spheres of the school experience. The future of the program is considered, especially in connection to community fears of school closure or consolidation. Issues of professional development for teachers and programming for students are described. Recommendations for districts considering an international student program are included. This work contributes to a better understanding of the potential synergy between schools and communities.