Abstract
This thesis explores the relationships between nonprofits and public schools, particularly how key stakeholders in education conceptualize the model of an outside organization stepping in to provide something that public schools alone cannot. The research uncovered how larger education and sociological theory can become a lens to look at the programming and offerings to uncover their understood purpose. Through twelve in-depth interviews, twenty-seven survey responses and an analysis of public nonprofit and school documents themes emerged on the partnerships and their purpose. While nonprofits enter public schools for a variety of reasons, the purpose and impact can be understood in different ways. Communication was an unexpected topic within this study, as it emerged as a crucial aspect of how these partnerships operate and are understood. The findings suggest that communication between schools and nonprofits works best when customized to the relationship but always follows the needs of school-based educators and students first. The purpose of these partnerships is largely seen as a tool to provide services often framed as opportunities that promote equity. However, the shortcomings of finances and the nonprofit model's tendency to struggle with consistent funding were frequently discussed. The research project provides data that can support education decision-makers as they look to create partnerships between schools and nonprofits. Overall, the data offers nuanced and specific findings, and the largest takeaways are the importance of communication, the value add of opportunities, and the way that a variety of challenges shape perceived impact and role of nonprofit partnerships.