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It took Checker Finn at the Fordham Foundation about a nanosecond to respond to the Community Agenda with an entirely over-the-top attack on community schools. Finn, whom friends and foes alike often respect for the integrity of his ideas, has apparently become a complete fantasist. In defiance of all evidence, he calls the community school idea "gooey and emotional" (it actually rests on sound evidence). He also describes it as an attempt "to turn the spotlight away from cognitive learning" (it actually marshals community resources in support of cognitive learning.) This is conspiracy theory, not argument.

And it gets worse. Finn believes that school-based services for parents--such as career counseling, parenting classes and medical services--merely "coddle" parents or "indulge [them] in their shortcomings." Where's the indulgence in helping parents find jobs, find health care or support their children in school? These services actually bring families into school buildings and empower parents to support their children's success. Simply telling parents to shape up ship out is hardly a promising alternative.

To support his argument, Finn contrasts community schools with KIPP Academies, which require parents to sign contracts holding them accountable for their children's performance. KIPP Academies are doing important work and showing impressive results. But their often astonishing student attrition rates suggest that many parents and students do not--or cannot--hold to the contract. KIPP does not supply the only answer to the nation's urban education challenge.

I sorely wish education commentators would stop trying to drive an ideological wedge between people who believe in different strategies to improve the lot of children. Supporters of non-cognitive skills are not therefore enemies of cognitive skills. Those who bridge school and community resources do not oppose vigorous school improvement or ambitious academic standards. Quite the contrary: They believe a more holistic approach to education will allow more students to reach those standards.

For community schools, the proof is in the pudding.