Place-Based Reform in the Context of Neighborhood Change: A Case Study of the Mission Promise Neighborhood

Abstract

Nationwide, place-based initiatives aiming to improve school and community outcomes are in the midst of neighborhood demographic change. We explore this issue through a case study of the Mission Promise Neighborhood (MPN). We discuss how the social and educational context of MPN poses several challenges to implementing Promise Neighborhood reforms. Drawing on enrollment and residence data from San Francisco Unified School District (SFUSD) and the U.S. Census, we show that the MPN service population extends beyond the geographic boundaries of the neighborhood and includes two primary groups of increasingly unequal social and economic status: working-class Latinos and high-income Whites. We situate these findings within the context of SFUSD’s school assignment policy and gentrification in the Mission neighborhood. We conclude that complexities in the MPN service population have significant implications for MPN service provision and the definition of a “neighborhood community.” These implications apply to other place-based initiatives experiencing neighborhood demographic change.

A Comparison of IHEs and Non-IHEs as Anchor Institutions and Lead Agents of Promise Neighborhoods Projects

“…Place-based initiatives, such as the Promise Neighborhoods grant, should adapt to changes in the community’s dynamics over time (Dyson, 2014; Lash & Sanchez, 2019; Taylor & Luter, 2013). In an evaluation of an implementation grant from 2012, Lash and Sanchez (2019) assert that anchor institutions should consider how to address and adapt to the needs of the neighborhood community as it evolves over time.…”

“…Place-based initiatives, such as the Promise Neighborhoods grant, should adapt to changes in the community’s dynamics over time (Dyson, 2014; Lash & Sanchez, 2019; Taylor & Luter, 2013). In an evaluation of an implementation grant from 2012, Lash and Sanchez (2019) assert that anchor institutions should consider how to address and adapt to the needs of the neighborhood community as it evolves over time. The researchers assert that it is essential for future grantees to consider diverse methods for increasing the reach of services to students who attend target schools but do not live in the neighborhood.…”

It's Just the Wilson Way: Investigating the Extended Impact of an Elementary Full-Service Community School Initiative on Middle School STEM-Related Outcomes

“…This association demonstrates a need to implement and evaluate equitable reform initiatives focused on improving both school and community circumstances across underserved areas (Green, 2017a). In part, this explains the nationwide uptick in place-based strategies such as full-service community schools (FSCS) to address multiple determinants of educational disadvantage (Holme et al, 2020; Lash & Sanchez, 2019).…”