Abstract
As we look ahead to the next 20 years of educational change, I argue that broader community contexts interplay with students’ in-school learning, and thus, we, as an educational change field, ought to examine more deeply the role school–family–community partnerships play in the students’ holistic development. This consideration is particularly relevant in the environments where inequities in the access to resources and opportunities for many students persist. Through an examination of community schools strategy, I offer considerations school–family–community partnerships have in facilitating positive conditions for learning. I close with a call for broadening the educational change discourse to be inclusive of community partnerships.