Whereas community schools marshal, align, and unite the assets, resources, and capacity of schools and communities for the success of students, families, and communities; Whereas community schools are an effective and evidence-based strategy for school improvement included under section 4625 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7275 ), as added by section 4601 of the Every Student Succeeds Act ( Public Law 114–95 ; 129 Stat. 2029); Whereas community schools that provide integrated student supports, well-designed and expanded learning opportunities, and active family and community engagement and that use collaborative leadership and practices have positive academic and non-academic outcomes, including— (1) improvements in— (A) student attendance; (B) behavior; (C) academic achievement; (D) mental and physical health; (E) high school graduation rates; and (F) school climate; and (2) reduced racial and economic achievement gaps; Whereas community schools have the potential for helping people of the United States from underserved communities, as indicated in a 2021 report; Whereas a 2019 report found that mental health care provided through community schools improved access to care, academic performance, and student conduct, including reducing the number of school suspensions and disciplinary referrals; Whereas a 2020 study found that community schools in New York City had a positive impact on student attendance, on-time grade progression, and credit accumulation for high school students; Whereas a 2016 report found early indicators that community schools in Baltimore led to improved family-school engagement; Whereas community schools provide a strong social return on investment, with one study citing a social return of $3 to $15 for every dollar invested; Whereas community school coordinators— (1) are essential to building successful community schools and creating, strengthening, and maintaining partnerships between community schools and their communities