Research On The Anti-poverty Path Of American Community Schools From The Perspective Of "Three-dimensional Capital"

Poverty is a common problem facing the whole world,and the eradication of poverty has become the shared aspiration of all countries in the process of economic and social development.Different countries have adopted various ways and means to alleviate poverty and improve people’s lives.Anti-poverty education can promote social equity,help children grow up,and provide more children with opportunities for social mobility.Community schools in the United States are a new type of public schools in which families and community organizations cooperate together.Their anti-poverty ways can be used for reference.They provide practical help to countless students in poor communities,thus driving regional development.From the perspective of "three-dimensional capital",this paper explores the path of alleviating poverty in American community schools and provides programs for alleviating poverty effectively in poor communities.The research question of this paper is: What is the path of alleviating poverty in American community schools? Namely: How do community schools,as physical capital,provide resources for poor communities? How can community schools,as social capital,promote cooperation and development of poor communities? How can community schools,as human capital,enhance the resilience of students in poor communities? Finally,it summarizes the anti-poverty effect of American community schools,clarifies the specific efficacy of American community schools and the difficulties encountered in the implementation process,and provides thinking for the future research on community schools.Through analyzing and constructing a logical framework from the perspective of "three-dimensional capital",refining the dimensions of each capital,analyzing and sorting out relevant data through the "literature method",exploring and analyzing the anti-poverty ways of American community schools,and providing a reasonable explanation for the anti-poverty of community schools.Through the research,the following three conclusions are drawn: First,as the material capital,American community schools make full use of local resources to build community schools,while constantly improving the quality of education and expanding the scale and quantity of community schools,attracting the input of federal government,state government and civil organizations;Second,community schools,as social capital,rely on local communities and mobilize schools,communities,families,hospitals and local ngos through regional cooperation committees,intermediate coordination organizations and community school committees to form strong social capital forces to provide comprehensive services for students.Third,as a community school that increases human capital,it changes students’ behavior habits,improves students’ academic ability,enhances students’ social emotion through rich curriculum,and provides students with health services and education.In short,from the analysis of economic and non-economic effects brought by American community schools,it is found that American community schools can improve students’ academic,behavioral and social emotions in terms of non-economic effects.On an economic level,Social Return on Investment(SROI)studies have shown that community schools in the United States are effective in alleviating poverty and promoting community economic development,generating $3 to $15 for every $1 invested.The practical projects of community schools in the United States have been proved to be effective and replica,playing an important role in alleviating community poverty,breaking the chain between generations of poverty and promoting the development of poor communities.