ABSTRACT
Since the mid-1980s, there has been a proliferation of educational partnerships across the United States (Bruner, Kunesh, & Knuth, 1992). While some were developed in response to legislation, others were created in the hope of reforming the educational system and improving student outcomes (Dryfoos, 1994, 1998). Partnerships or collaborative relationships have been built among schools and social service agencies, businesses, religious and cultural organizations, and postsecondary or higher education institutions. Collaborative reform proposals envision the school as a “settlement house” or focal point for delivery of a variety of services with a social work focus including parenting education, job counseling and training, health care delivery, and mental health or therapeutic services (Kirst & Kelley, 1995; Wang, Haertel, & Walberg, 1995).
