schools that provide well-designed expanded learning and opportunities have positive academic and nonacademic outcomes, including improvements in student attendance, behavior, and academic achievement at those community schools. (8) Positive student outcomes such as reduced absenteeism, improved academic achievement, and improved student climate are associated with the strong family and community engagement practices of community schools. Research shows that these practices increase trust inside the school community among students, parents, and teachers, which relates to positive student outcomes. (9) Collaborative leadership structures and practice in community schools create conditions that improve student learning and well-being as well as improved relationships inside and outside of the school. 3. Full-service community schools grants for distressed communities Subpart 2 of part F of title IV of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7271 et seq.) is amended by adding at the end the following: 4626. Full-service community schools grants for distressed communities (a) Definitions In this section: (1) Collaborative leadership structure The term collaborative leadership structure means an advisory and coordinating leadership structure that— (A) includes— (i) not less than 2 representatives from each participating local educational agency, of which not less than one shall be an educator