In this article, we report on a comparative analysis of the influence of the policy frameworks guiding collaborative initiatives in two schools, one located in the state of Kentucky and the other in the Canadian province of Ontario. We focus specifically on the complex issues related to the professional service ethic and the advocacy role that have been identified in studies of new school-community and interprofessional connections. We draw from two longitudinal studies of collaboration, one taken from a 3-year qualitative evaluation of the Kentucky Family Resource Centers (FRCs), which examines the social influence of FRC coordinators on the character and content of family-school connections in six elementary schools. The companion narrative is based on a longitudinal study of the structures and strategies emerging in one school-based service collaboration for youth under study in a sample of high schools in provinces across Canada.
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