District officials and CBO leaders believed WSS implementation success should be assessed along multiple dimensions including engagement, student outcomes, district resources, and experiences¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2029: local conditions change quickly

Subclaims¶

q2 i? Both groups identified multiple dimensions for measuring WSS success: participation of students, families, and community members in safety planning; student outcomes such as suspensions, police referrals, arrests, absenteeism, and graduation; district resource provisions; and students' and families' experiences of feeling supported and connected to school. → Johnson 2026

Evidence¶

Johnson 2026¶

Johnson, D.W. (2026). Co-designing new approaches to school safety: District and community perspectives on Chicago's Whole School Safety Framework. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/co-designing-new-approaches-to-school-safety

q2 · i? · qualitative · r3

Findings statement from the Question 3 section of the field scan. A CBO leader called engagement—"how many people—students, parents, community members—actually engage in the process at their own schools"—one of the most basic measures, and both groups agreed success should include "meaningful reductions in out-of-school suspensions, police referrals, and school-based arrests."

"District officials and CBO leaders believed that the impact of the WSS Framework should be assessed along multiple dimensions including student and parent engagement, student outcomes, district resource provisions, and students and families' experiences of their school communities."

Discussion¶

Related Claims¶

• CBO leaders cautioned that assessing WSS outcomes without accounting for district inputs obscures how resource allocation determines policy success — related
• CPS officials and CBO leaders intended the WSS Framework to ground safety plans in community perspectives, facilitate power-sharing, and redefine school safety — related
• The article argues the durability of the WSS co-design approach depends on institutionalizing authentic engagement as core practice, not a one-time initiative — related
• District-community Core Team participants across four pilot districts perceived their co-designed solutions successfully met the team-defined intended outcomes — related
• District leaders filtered student and community voices through their own perspectives, so neither district fully removed security personnel despite calls to end policing in schools — related
• State community engagement requirements such as public hearings can often be satisfied without obtaining meaningful community input, and collecting feedback differs from proactively assessing community needs — related
• Schooling's mix of public and private purposes requires accountability to multiple constituencies — related
• Over 60% of the largest school districts reported zero school-related arrests, and no state had fully met ESSA school-policing report-card requirements — related
• District officials and CBO leaders viewed the WSS Framework development process as a novel, replicable approach to community-engaged policymaking — related