Community Partnership Schools™ are designed to serve as a positive resource center in their community, staffed with dedicated professionals committed to student success and community well-being (Coalition for Community Schools, n.d.; Ellis, 2016). Following the education model created at the University of Central Florida (UCF), the first elementary school in Florida to earn a Community Partnership School (CPS) certification was C. A. Weis Elementary School in Pensacola, which improved from an "F" rating to a "C" rating in just two (2015-2016; 2016-2017) academic years (Robinson, 2017). The Children's Home Society of Florida (CHSF), Escambia County School District (ECSD), Community Health of Northwest Florida (CHNF), and University of West Florida (UWF) are the four contributing community partners supporting the Community Partnership Schools™ Model initiatives and engagements at C.A. Weis Elementary Community Partnership School (Nickinson, 2016). This Dissertation-in-Practice (DiP) is a program evaluation of the Community Partnership Schools™ Model implemented at C.A. Weis Elementary students from 2015 to 2018 and advances professional practices in education by illuminating initiatives designed for at-risk students and communities. This project augments an already established strategic communication plan implemented by these partners and the C.A. Weis Elementary Community Partnership School community. This DiP supports strategic engagement efforts through evidenced-based documentation of the results and findings of the study, with emphasis on state testing measurements, student attendance rates, disciplinary incidents. This project also informs educational practitioners on the benefits of positive behavior interventions that support holistic approaches for creating positive environments for learning. The goals of this study where achieved as the data revealed compelling arguments for maintaining CPS engagements in Escambia County, Florida, by revealing positive trends in academic achievement, continuous attendance, and a decrease in behavior incidents among third-grade students at C.A. Weis Elementary Community Partnership School receiving CPS treatments. Limitations of this work include a small sample size and a short term (3 years) of data analysis, which was not separated by students' gender or specific family income levels. Opportunities for future research include tracking student success in achieving middle school, high school, and college goals. The rationale for this study is to provide evidence-based findings regarding the success of Community Partnership Schools™ Model, which may warrant expansion of the curricula and engagement programs to other schools in the ECSD. The research data included Florida State Assessments (FSA) scores, school attendance rates, and disciplinary incidents for C.A. Weis Elementary Community Partnership School third-grade students (n = 24) against third-grade students attending three other traditional elementary schools (n = 98) in the same geographic area with challenging social and economic conditions. This research project begins with an introduction to the historical and well-documented challenges in providing public education for underserved communities. Community Partnership Schools™ have historical precedents and present-day success in urban American cities; however, research covering smaller communities and rural regions is lacking. This program evaluation includes an in-depth literature review of similar terms and research studies, the conceptual framework of the work and methodology, results of the study, and future recommendations with policy implications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]