Neighborhood change typically results in the displacement of families, which may lead to the closure of local schools. This qualitative case study will examine the North City School, which has persisted through neighborhood change. The research revealed one neighborhood school's policies and practices and told the story of how the school established critical connections and collaboration in an urban school. Using a conceptual framework based on Bronfenbrenner's bioecological systems theory and concepts from Black urbanism, the aim of this research was to explore the experiences of the teachers, administrators, community members, and parents in the North City neighborhood school. This study focused on stakeholders' perspectives of neighborhood change and collaboration between community members and educators, studying how educators and community leaders experience neighborhood change. [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/en-US/products/dissertations/individuals.shtml.]