{'fraction_non_alphanumeric': 0.025718608169440244, 'fraction_numerical': 0.007564296520423601, 'mean_word_length': 5.517241379310345, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Faith-Based Organizations, Community Development, and the Reform of Public Schools

Although the literature on school and community relationships has expanded dramatically in the last 20 years, one striking gap persists: that which explores collaborations between public schools and faith-based organizations. On the one hand, this lacuna is puzzling. Of citizens in all of the industrialized western democracies, Americans are the most religious (in terms of their beliefs) and observant (in terms of their participation in religious institutions; Kosmin & Lachman, 1993). Research consistently documents the socially beneficial results of religiosity, especially for children in low-income and minority communities (Garmenzy & Rutter, 1983). We know that a number of faith-based groups have been active in supporting public school reform, especially in metropolitan areas; the groups range from the Ten Point Coalition in Boston to the Alliance Schools in Texas and the Chicago Public Schools Interfaith Partnership. On the other hand, the lack of research on public schools collaboration with faith-based organizations reflects the reigning interpretation of the First Amendment as it has been codified by many Supreme Court decisions. This interpretation supports the view that a "wall" must separate all activities of