This report explores the ways in which schools serving two economically and socially disadvantaged urban areas have attempted to balance their educational aims with growing demands to engage in community life. It focuses on the relationship between the schools and their communities and on outcomes in terms of individual and community development.

There is growing interest in the role schools can play in contributing to area regeneration. Schools serving disadvantaged areas are encouraged to be outward looking, to engage with families and communities and to coordinate their efforts with those of other agencies. At the same time, however, schools are required to maintain a relentless focus on their "core business" of teaching and learning in order to drive up pupils' attainments. This report, published in association with the Joseph Rowntree Foundation, explores the ways in which schools serving two economically and socially disadvantaged urban areas in the UK have attempted to resolve this dilemma. It focuses on the relationship between the schools and their respective communities and on outcomes in terms of individual and community development.