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Citation:Dryfoos, J. G. (1998). Full-Service schools: A revolution in health and social services for children, youth, and families. San Francisco, CA: Jossey-Bass, Inc.

This is an updated (1998) version of an earlier book. The author indicates in the introduction that much progress was made during the four years between publications in the adoption of the full-service school concepts across the country. A growing cadre of experts is emerging who can provide technical assistance to schools and communities desiring to become full-service schools. Based on observations of hundreds of programs, the author suggests that school reform will never be successful unless it embraces full-service concepts. What goes on in the classroom must be enhanced by on-site access to community services, and access to services will not ensure better outcomes without sustained attention to what goes on in the classroom. The full-service school movement should join with the school reform movement, and educators open their doors to the community, eager to act as partners in creating new kinds of youth and family-serving institutions. The book describes challenges to be overcome in bringing school reform and full-service school movements together. First, schools and communities have to defeat turf barriers if they are to envision and create new kinds of joint institutions to improve results for children and their families. States must commit resources and the federal government must move more rapidly to support the integration of these movements. Dryfoos also presented evaluation data and argued convincingly that the full-service school concept is a new way of looking at the school as a piece of real estate owned by all, where our most precious future assets are trained to become responsible adults and enriched by the addition of an array of community resources.

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