School–community partnerships are currently in the forefront of place-based urban reform efforts. But the literature on these partnerships indicates a variety of models that require different commitments and resources. Through a close review of the literature, we developed a typology of four partnership categories organized from the least to the most comprehensive in purpose and design. This typology reveals different theories of action as well as the conditions that facilitate or obstruct various models of partnership implementation. We argue that such a typology is a useful tool in guiding systemic educational reform, research, and evaluation.