Chapter 3

Challenges and Opportunities

lthough the public engagement in their own communities. In addition, they efforts studied in this inquiry vary are blazing their own trails and creating their A widely in their implementation and own knowledge. Very few materials, resources, scope, they face a number of common chal- successful strategies, or listing of models are lenges and opportunities. This research sug- available to support them; and what is available gests a number of lessons that can influence is often not known to them. the effectiveness and potential of public 2. Few engagement efforts have gone to “scale,” engagement and that will require a concerted as traditionally defined. response if the work of schools and commu- Many wonder how public engagement can nities is to mature into a long-term strategy expand or “go to scale.” Taking initiatives to for school improvement. scale usually requires one of two approaches 1. Most engagement efforts work in isolation. – the replication of a particular model in a While a handful of regional and national variety of places, or the vast expansion of networks of engagement efforts exist, most efforts within one jurisdiction. Because the people working in engagement know little nature of engagement is uniquely local, it about their counterparts, whether across the does not fit neatly into these traditional defi- country or across town. Some national net- nitions of scale. Engagement efforts are works, such as the Public Education Network, difficult to expand to ever-larger geographic do serve to connect individual local efforts, regions, just as they are difficult to disseminate and some individual statewide efforts are from the top down or to replicate by fiat. connected and support one another through Given the great diversity in people organizations such as the National Business and circumstances, leadership, school quality, Roundtable or the Columbia Group. and issues within a community or district, it Yet, the majority of engagement efforts is unlikely that all schools, parents, and the involve people who are working locally to public would be engaged at the same time at build connections between their individual the same levels. “Going to scale” in public schools and communities. They do not think engagement might, instead, be viewed as the of themselves as part of any national effort, increasing prevalence of locally grounded and very often do not know of similar efforts support for schools and school change, each

challenges and opportunities 47 effort acting in its own way. Support for scale attracting either media coverage or sustained may not be locally available but rather come funding to engagement initiatives – but is from national or regional networks or infor- surely one of engagement’s most important mation resources accessed by local initiatives, outcomes. which use information and models to 4. Community-driven efforts are more readily strengthen their own work. apparent, but education leaders are driving some 3. “Process” outcomes are powerful but hard significant efforts. to measure. More than two-thirds of the projects identi- Public engagement may seek very specific fied in this project were started either ends such as the adoption of a set of standards by parents or community members who felt or the passage of a bond issue – but much of impelled to “do something” to help their the benefit of engagement lies in how those schools. The other one-third of the initiatives ends are achieved. The process of bringing had their impetus inside the schools. At this people together, talking, listening, developing early stage in mapping public engagement, it a shared vision, and creating a plan of action is difficult to determine the specific percent- has value in and of itself. It brings new people age of efforts nationwide that actually derive into conversation and decision making their energy from “outside” or “inside.” around schools. It builds trust and goodwill. School-driven efforts are often motivated It expands the capacity of the community to and enlightened by a visionary leader who undertake effective problem solving and to sees the broader engagement of parents and bring additional resources to bear. the community as a means to sustain reform The increased social capital or civic efforts that have impacted school personnel. capacity that results is often difficult to mea- Efforts driven by educational leaders have sure – which can lead at times to difficulties in brought about substantial achievements –

technologyMore Internet access The ratio of students per and connections computer has improved would make it a better teaching and learning The number of computers tool, according to in school has grown Students per computer over 40% of K–6 Number of computers teachers. in millions

Teachers who use the Internet with students

Source: USA Today, December 17, 1997 Source: USA Today, December 17, 1997 Source: USA Today, January 20, 1998 from building community trust and involve- rare principal or superintendent who knows ment to increasing the ability to implement how to encourage or model these behaviors new standards or other practices. These or how to find the time in the school day achievements provide reason to believe that for teachers to participate in the community. increasing the desire and capacity of schools New mandates, methodologies, strategies, to engage communities may be one of the and tests require even greater teacher atten- most promising strategies for long-lasting tion toward classroom performance and reform. student achievement. Yet the lack of teacher involvement in 5. Teachers are not yet a significant force in public engagement. the majority of efforts studied is cause for While school and district administrators are concern. Educators must play as vital a role initiating and supporting engagement initia- as parents in bringing school and community tives, few efforts are driven by or involve together to improve student achievement and teachers or their local unions – and for legiti- must be an integral part of any engagement mate reasons. Public or community relations effort. Teachers are also a critical conduit of has often been seen as the purview of admin- information about schools to parents and the istration. Direct teacher contact with parents broader community. Polls indicate that par- and/or the community has largely been con- ents and the public believe teachers have fined to parent-teacher conferences or major a central role to play in both school reform public events. Involving, engaging, and lis- and community revitalization. tening reflectively to parents and community 6. The potential of students is largely untapped. members is rarely part of the job description This research uncovered few efforts that for teachers, who are often consumed with involve or create leadership roles for students the day-to-day challenges of teaching. It is a in public engagement. Those few that do – including a statewide program in Maine; Plainfield and Paterson, New Jersey; Howard and Pollock, South Dakota; and Pattonville, Missouri – have unleashed significant energy for change, encouraged young people to remain citizens of their home communities and states, and increased young people’s interest and understanding of the connection between school and community. Growth in Internet connections In addition, service and service-learning in public schools projects have demonstrated that linking students to work in the community can both address local needs and bolster students’ learning. Finding mechanisms through which students can focus this kind of service on improving their own schools will certainly deepen public engagement efforts in the future. 7. The use of technology to support engagement is growing but is not yet widespread. While the use of Internet and other commu- nications technologies to build action net- works and support community problem solving is more and more common, relatively little emphasis on technology was found in USA Today, October 7, 1997 Source: U.S. Department of Education, National Center for Education Statistics challenges and opportunities 49 the education projects reviewed for this schooling. The public, which had largely del- study. Since a growing number of schools egated control of education to school profes- and school systems are now connected to the sionals, is now seeking to share some of that Internet, and more and more communities responsibility and power. Since the issues have local-access networks (many with public- of responsibility, power, and control in public access features), there is considerable room education move rapidly into issues of race, in the future to use class, culture, identity, and the welfare of our Public engagement is… the World Wide Web children, the challenge to engagement the recognition that and other new media becomes even bigger and more complex. to support school- Sharing control over schools involves education is a commu- community connec- not just listening to diverse needs but demon- nitywide effort. You tions. Some national strating that they were heard. To involve just can’t turn to actors with interests parents and citizens in the work of schools is in both education and to make them partners in decision making. the schools and say, technology – such as To truly listen to students is to be influenced “You take care of it.” the George Lucas by what they say and take steps to ensure that Educational Founda- they see the relevance of reform efforts. To DON VANMETER tion, the Benton make diverse constituencies partners in school Ohio’s BEST Foundation, the improvement is to say that the outcome of Annenberg/cpb pro- that process will be something that the part- ject, and the ibm Foundation through its ners can support and agree on. This may be “Wired for Learning” initiative – are playing a very different outcome from “what the pro- a strong role in advancing knowledge and fessional educators want.” interest here. 10. Engagement is often born from crisis. 8. The work of engagement is difficult to do Engagement has often been seen as a strategy and to sustain. of last resort, a response to a crisis situation. Reaching, involving, and continually Usually it is the kind of crisis – the failure of responding to diverse constituencies is hard a bond issue, a contentious school board work. Establishing those connections will take election, low achievement scores published in time and commitment, difficult commodities the newspaper, a sudden exodus to private in a society where the pace of change has schools, the rejection of a reform initiative – increased the expectation that complex prob- in which the alternative to engagement is lems can be solved quickly. This work can even more threatening than the engagement also be intimidating, especially for those who itself. Occasionally, the vision of a single have not felt welcome in schools or do not leader in a position of authority – a superin- have a background of action in citizen causes. tendent, a community leader, a respected There is no roadmap of clear and predictable parent – who sees both the problems of the tasks. And for many people, it is either “vol- schools and the possibilities of inclusion and unteer” work or a responsibility that comes shared responsibility rescues a school or dis- on top of the heavy burdens of full-time jobs trict from crisis. and family commitments. But, where schools and communities 9. Engagement challenges the traditional fail to confront such crises together, there is notion of power. the danger that public education can be seri- A deeply challenging issue for those seeking ously undermined. Where that is the case, to support engagement strategies centers more of the following can be expected: on power. Engagement, at its core, is a radi- • lack of public support for bond issues and cal concept, involving a profound shift in school budget increases; the locus of responsibility for schools and

50 reasons for hope, voices for change

• increasing controversy over school board elections, superintendent searches, and reform efforts; • increasing flight from traditional public schools, or increasing government man- dates to restructure them; • more divisiveness and confrontation around issues of race, class, culture and equity. The findings from this inquiry indicate that it is possible to build a constituency for collaborative change and improvement in schools, both inside schools and in the out- side community, that can tackle the process of change together. It is not easy work, by any means; but the study suggests that educa- tors and community leaders alike could use engagement as an effective front-end strategy, employed from a position of strength, not from weakness or crisis. If, indeed, engage- ment is to be treated as a serious strategy to push school reform, there are some support needs and opportunities for leadership that will be essential for success. These are explored in the next chapter.

challenges and opportunities 51

Chapter 4 Leveraging the Power of Engagement

ver the eighteen months identified in this report are no more than of this study, the research team iden- two years old. Several are between two and O tified four “beacons” that signal the five years old, and only a few are mature existence of a fully engaged community. efforts with more than five years of experience • The expectation between school and com- at their work. An analysis of these many munity of mutual accountability for school efforts would indicate that there is, in fact, performance and for the education of all a discernible, three-stage developmental children. process for public engagement initiatives, through which most engagement efforts pass • The readily perceived existence of a culture (see “The Cycle of Public Engagement,” of trust, inclusiveness, and collaborative pages 54–55). problem solving in education and schooling. Whatever stage these particular initia- • A continuously expanding capacity for tives are in, what would have to happen if the improvement of teaching and learning. country were, indeed, to treat engagement as • The perception of public schools as a serious strategy for school reform? Based “democracy at work.” on the findings from chapter 3, there are five common support needs and resources to be Taken together, these constitute a developed for the future of this work. very tall order for most schools and commu- nities. Few initiatives or communities in the 1. Breaking New Ground in Leadership and nation have succeeded in fully engaging one Leadership Development another. But those practicing engagement Those doing the work of engagement are vir- speak with passion about reaching that point tually unanimous in this conclusion: Engage- where, in fact, a culture of engagement has ment initiatives, whether they are initiated in been created that is sustainable over time. the school or the community, require a new For many of these initiatives, time is breed of leader and a new kind of leadership. what it will take for the processes of engage- Many leaders spoke of their work in public ment to create the culture they seek. This is engagement as demanding new levels of skill not work that can happen overnight. The in listening, coaching, mentoring, encourag- majority of the public engagement initiatives ing, and supporting inclusion; forging con-

leveraging the power of engagement 53

The Cycle of Engagement

There are three recognizable phases in the “life cycle” of engagement activities. Each cycle presents specific challenges – in leadership, inclusion, infrastructure, resources and evalua- 3 tion. A continuing “circle of renewal” leads from conversation to action and Coming Together evaluation. Many of the efforts studied Informal, often like-minded Challenges went through these phases repeatedly, groups establish the need Leadership: Often diffuse but rarely in a predictable or linear for some kind of change and highly participatory; model. A deliberate “coming together” around children and schools, important in order to build as well as a commitment the trust necessary for around issues critical to public educa- to work with others to effect action. Group support tion is the only way in which schools that change. Conversation important for those “lead- and communities can plan and act for and dialogue are critical to ers” willing to step for- build trust and develop a ward as spokespersons. positive education change. “common ground” where Information: Initial enthu- people can meet, talk, lis- siasm for change often ten, discuss, and develop a hampered by access to common understanding of accurate information. key issues. If trust doesn’t Good information is key exist in this phase, it may to assessing the reality be difficult – if not impossi- of the problem, and the ble – to build later on. potential for action. Media: Coverage requires 1careful management. “Coming together” may be controversial, and the media may miss the reasons for concern. Coverage could widen the circle of participation and awareness. Rush to action: Moving too quickly to action before common ground has been built can derail efforts. Commitment and information are essential for action. 54 reasons for hope, voices for change

Sustaining the Momentum To ensure that engagement Challenges Mature leadership: initiatives can be sustained Culture of engagement: Leaders become mentors, over time, groups tend to Capacity developed over administrators, imple- institutionalize or formalize time used to address range menters, strategic planners, their work. They move from of issues and problems developers; experience informal, “under-the-radar” on a regular basis. In builds keen political senses. networks to “on the screen" addressing new challenges, Frequent interactions with community/education mature groups demon- school, civic, elected change efforts. Initiatives strate a predictable, renew- officials; visible presence that are outside-in (from able pattern of talk, plan, in the media. Confident parents and community to act that becomes a culture. leadership nurtures new schools) are often brought Achievement and failure volunteers. inside schools; those that strengthen that culture. Stability: Growing too big have started inside schools Media: Collaboration with too soon may “dull” the may now move out into the media and strong commu- focus of work, stretch the community. Many become nication patterns advance resources of the organiza- 501c3 or 4 organizations. positions, increase com- tion. Planning/selecting There is a significant 3 munity awareness. Media targets provides maximum increase in complexity and may seek out organization impact and sustainability. in multi-group collaboration for news or to verify accu- If the work of the group and partnerships. racy of information, which becomes part of the status confirms ongoing work. quo, then it is questionable how long it can survive.

Moving Forward Engagement efforts move Challenges Identifying new leaders: into action as consensus- Media: Increasing media “Leadership” can often driven strategic plans are attention requires a focused shift among several people; developed, and new rela- plan of action. Communi- strong need for integra- tionships are built with cating effectively with the tors, facilitators, active other groups and people. media will build long term listeners, articulate spokes- This phase requires more relationships. people who can communi- resources – human and cate the organization's Information: Increasing financial – and new skills, message. flow of information between knowledge and capacity schools and stakeholders. Building greater on the part of leaders and Value of informed public inclusiveness: Moving for- participants (i.e. public recognized by schools and ward means recognizing/ speaking skills, school or citizens. including new stakehold- governmental policies, ers, bridging complex Unpredictability: Changing data analysis). The ability ideological, group, class, conditions and issues can to act is strengthened by race, and ethnic lines, impact the base of support; continuing conversations diffusing proprietary atti- good balance between that are complemented tudes among “original” deliberation and action and validated by initial members. Greater inclu- needed. Managing ambi- actions. As efforts become siveness ultimately leads more intentional,2 some guity requires patience, to greater long-term resourcefulness, greater groups grapple with for- strength. malizing organizational levels of understanding. structure. leveraging the power of engagement 55

The Intersections for Engagement

Schools Communities • parent involvement • community • media management School revitalization • volunteer recruitment and Community • state/local policy • support for innovation • decision making • parent organizing • community resource use • accountability • public dialogue • school to work • governance • community visioning • bonding/funding • improvements in • business partnerships teaching/learning • school improvement • special-interest needs strategies • litigation and rights • standards design • equity and funding and implementation

sensus; and surfacing possibilities for action. They are eager to share and learn from col- Most suggested that while these new “civic leagues but often do not know where to find leadership” skills were needed across the those colleagues. While there are exceptions board, the needs were particularly acute on among the very well known (most typically the school side, where there is little practical statewide) engagement initiatives, from one or effective training or preparation for prin- community to another – and sometimes cipals, teachers, or superintendents that pre- within a single community – people who are pares them to do this work. doing similar work are not aware of each other. Within the context of education change, 2. Providing Support for Resource Development there is no book or curriculum on engage- Financial resources, while important, may ment. There are few conferences; there is no not represent the most critical resource need. web site for on-line resources. Materials do Those doing the work of engagement – exist more broadly for community revitaliza- passionate, committed, and driven toward a tion and civic engagement, but many of them vision of expanded participation and change – are not considered applicable to those work- are by and large creating their own knowledge. ing in education.

56 reasons for hope, voices for change

3. Supporting Infrastructure Development building, community mediation – its early Engagement’s practitioners face real challenges outcomes are “soft” (like “trust”) and thus of institutionalizing their efforts. Some of easier to feel as a participant than to describe these initiatives are self-standing organiza- and document to outsiders. tions or projects. More often they represent 5. Developing Measures and the mindset of someone who has another job Documenting Demonstrable Outcomes – a principal trying to change the conversa- Ultimately, the work of engagement is aimed tion about school in the neighborhood, a at improving teaching and learning. But parent-organization leader who wants to those outcomes are not often achieved quickly, make a difference for children, a civic leader and certainly they are not the first indicators asked to chair or convene a conversation of success in engagement work. Conversations about schools and schooling, a superintendent with those most involved in engagement looking for support for a bond referendum or work at the community level suggest that a standards initiative, a director of policy or the more likely measures of early success are legislation who can’t see how to build needed things like increased attendance at parent support without a different approach to con- meetings, greater parent volunteerism in stituency. There are few directors of engage- schools, stronger parent support for teacher ment on organization charts, few strategic in-service days, higher levels of energy plans to achieve engagement objectives, few among a school district’s administrative team, multiyear budgets for engagement initiatives. and more positive conversation about educa- Thus, engagement efforts can be transitory, tion at Rotary Club meetings. More generally, organizationally transparent, vulnerable to these higher perceived levels of trust, hope, insufficient funding, or funded by informal and interest may lead to greater success in reallocations of dollars. Many practitioners developing and sustaining plans for reform or would say that lack of formality is what gives passing a bond issue. initiatives their energy, flexibility, and impact To date, very little work has been done – but at the same time concede the need to to validate such measures or link them to provide for long-term sustainability. subsequent outcomes in student achievement. 4. Increasing Visibility and Credibility Measures of the outcomes of engagement are Engagement to support school change has needed. Such measures will help individual captured the attention of a large number of initiatives evaluate and credential themselves people and projects across the country in the so that they can more effectively build a past few years. But it remains an approach record of success and accomplishment. that means many things to many people. And It is essential to meet these common most of its initiatives are too new to have resource and support needs if, in fact, the achieved long-term results – including rising beacons that signal the existence of a fully test scores. Initiated by parents, community engaged community are to be seen with groups, collaborative superintendents, or greater frequency. For this to happen, many visionary school boards, engagement has come more Americans will have to step forward upon the country from outside the main- and answer the call to action. stream of foundation- and tax-supported school change initiatives, and from outside the purview of most of the professional experts who have both guided and focused attention on school reform. Like some of the other process-oriented strategies for change to which it is related – community visioning, collaborative problem solving, network

leveraging the power of engagement 57

Chapter 5

A Role for Every American

en years ago, the notion of a responsibility for what is happening in public engagement as a response to their schools and for what is happening with T the problems of public schools was children in their communities. Institutions not on the map. But as this report shows, too – local government, small businesses, and in a growing number of communities, parents civic organizations – have a responsibility to and the public have moved into partnerships participate in building the strong schools that with educators where all are serious players are the foundation of a healthy community. in the improvement of schools. For them, There’s a role to play for everyone. public engagement has already become an Public engagement must grow; the important new approach to school reform. future viability of public schools in many com- For others, this approach offers new hope for munities hangs in the balance. No one should making a difference in school performance assume that this process is the silver bullet and student achievement. that will automatically make better schools; Clearly, there is new and compelling but it is doubtful that a strong public educa- work for everyone – individuals and organi- tion system can be maintained without it. zations, local and national. There is a greater Increasing the incidence of public need for more educators, parents, and citi- engagement efforts will require bold new zens to get involved, more opportunities and leadership and action by everyone. Even initiatives where schools and communities though this work at its roots is very much can work together. If the isolated work in about local connections, national organizations local communities that exists today is going must also play a leadership role. They must to accelerate into a nationwide movement, understand what the process brings to public thousands of organizations and millions of education and make this movement of para- individuals will have to act, in many, many mount importance to their constituents. different local efforts to forge strong bonds Leaders at all levels will need to step between schools and communities. forward to support public engagement. Individuals – teachers, parents, grand- Parents have a critical and central role to play parents, neighbors, small business owners, in the future of public engagement. They are and many, many others – will have to assume the members of the broader public with the

a role for every american 59

most immediate stake in public schools. In challenges facing schools but might also find addition to paying closer attention to their ways in which its coverage can be a catalyst own child’s experience in school, parents can in building the school and community part- think and act in ways that benefit all chil- nerships necessary to meet those challenges. dren. Importantly, they should be willing to For example, the media can cover the step up and speak out when invited by school meetings and conversations that are central officials to participate in planning or decision to any public engagement effort not simply making. In places as a clash of competing ideas, but as a part of Public engagement is… where they are not an ongoing public discussion. For many in broad-based, inclusive, invited, parents can the media, heated conflict is the crux of a summon the courage compelling story. As any public engagement informed, parental to advocate for what practitioner knows, some level of conflict is involvement in the they believe to be endemic to this work, but the real story of central decision-making right, stay with their public engagement – and the story the media concerns until they must strive to cover – is how conflict is life of the school at are acted on, and par- resolved in a civil and productive way. ticipate, where possi- the school level, Schools of education can help both future and ble, in implementing where the parents are career teachers and administrators under- solutions. organized to create stand the vital role of parents and the public National foundations in their schools. These schools can be instru- an environment of can play a key role in mental in developing courses for educators accountability in shaping using their resources that build their leadership skills and help the vision and mission to help build partner- them work more comfortably with parents and ships between schools the broader public. By studying the process of the school. and community that of engagement, a new generation of educa- lead to both school tion professionals may tap a reservoir of rich GARY RODWELL Alliance Organizing Project improvement and human resources overlooked by their col- Philadelphia, PA stronger communities. leagues in the past. Researchers in these Foundations can also schools can also play critical roles in evaluating find ways to support the impact of public engagement and devel- leadership-development training or programs, oping methodologies to describe individual print and electronic resources that might initiatives’ successes. guide new and experienced practitioners, and The national education establishment – conferences and other meetings that allow organizations that serve those who work in and the people involved with this work to learn around schools – can galvanize their con- from one another. They might also provide stituents to engage each other while reaching funds to evaluate the work of engagement outward to parents and the public. Some more closely and enable the field to develop important first steps have been taken with indicators that all initiatives might use to the creation of the Learning First Alliance, gauge their success. thirteen national education associations who The media can be conscientious about its role have formed a partnership to advance the in facilitating a broad public conversation cause of public education. about education and education change. It can It will be essential for educators to be play a pivotal role. In places where “public fully engaged, with each other and with par- journalism” has taken hold, the media is ents and the community, in working for already using its power and reach to renew improved teaching and learning. To reach the conversation about education change. that goal, teachers and the unions that repre- The media should continue to report the sent them must make the communication

60 reasons for hope, voices for change

between teachers, parents, and the public a understanding of engagement. There is more priority on their agenda for the future. It will to learn about this strategy for advancing be difficult to bring improvements to bear school reform, to be sure – more research and on teaching and learning if those who work case studies; a larger national conversation with students are not part of the engagement about the roles of parents, educators, and the process. public; networks of sites that can teach others about leadership, sustainability, and evalua- Business and civic organizations are dependent tion; and opportunities for everyone to develop on citizens and consumers – both present and the capacity for engagement. future. These entities can encourage their Those who shared their stories with members and employees to become actively the Institute expressed a keen interest in involved with their local schools. This means learning further about engagement. Their taking an interest in the academic achieve- needs – even more, their desires – are very ment of all children and of their employees’ much about a reinvestment in our public children. It means being willing to serve on schools. This movement called public engage- committees, helping implement new programs, ment represents a crucial turning point for and, perhaps even more, allowing employees public education. The many isolated ventures time off to work on behalf of their schools found across the landscape of America are and their own children. important mile markers that indicate a mobi- Local school districts and schools have a tremen- lization of civic action for public education. dous opportunity to provide institutional The work for the past eighteen support for public engagement. They can months has led to the conclusion that there create staff positions and budget line items is a defining moment at hand, a rising oppor- that ensure that engagement activities are both tunity to rebuild the partnership between coordinated and sustained from year to year. schools, parents, and citizens that can renew Just as importantly, they can involve parents a civic responsibility for public education, and community members on decision-making, which is the cornerstone of a vital and sus- advisory, and strategic planning bodies. tained American democracy. They can honestly examine how parent- or community-friendly their school buildings are. They can provide accurate and timely information – both good news and bad – about student and staff achievement. They can encourage and reward teachers for building better communication with parents. All of these activities – as well as many others described in this report – can enable districts and schools to enter into real partnerships with parents and community members. All of this work can reinforce a crucial message: that public schools, indeed, belong to the public.

Toward a culture for public engagement and public education Through this study, as both advocate and critical friend, the Annenberg Institute has begun to accumulate information that will help others develop local expertise and, at the same time, is seeking to shape a national

a role for every american 61

Acknowledgments

e are deeply grateful to (Northwest Regional Lab), Jack Jennings the hundreds of people – parents, (Center on Education Policy), Larry Kirkman W teachers, principals, community (Benton Foundation), Wendy Puriefoy and civic leaders, business executives and small (Public Education Network), Donna Rhodes business owners, and concerned citizens – (Ann Arbor, Michigan), Scott Roberts who gave us their time, their stories, and their (Annenberg/cpb), Dan Rothstein and Luz experiences over the past year. The vision Santana (Right Question Project), Robert they hold for their communities and their Sexton (Prichard Committee), Will Friedman schools was shared with a passion that was and Deborah Wadsworth (Public Agenda), energizing. Without them, this report would and Ronald Wolk (Education Week) for their not be possible. willing assistance whenever called upon. The insight and analysis of our Staff at the Institute and Millennium – research colleagues – David A. Smith, Ansley Ann Beaudry, Barbara Cervone, Paula Evans, T. Erickson, Daniel Seltz, and Jonathan W. and Peggy MacMullen – provided thoughtful Considine at the Annenberg Institute; and review and comments of our various drafts. Kristin Kurtenbach, John Beilenson, and Patricia Strickland, Julie Fain, Matt Ross, Johann Neem at Millennium Communications and Diallo Brooks skillfully managed the Group – provided the unique perspectives details, documents, travel, and logistics for of this report. The work was challenging, dozens of site visits and meetings. exciting, tiring, and rewarding – we laughed This report represents a sacrifice for and learned with equal zeal. Special thanks to family, friends, and colleagues. To Julie, Susan Fisher, publications manager at the Meghan, Adam, Larry, David, Andrew, Anne, Institute and our editor, for providing clarity Ramona, Noelle, Caroline, Charlie, Wanda, and keen understanding to a complex collab- Carlie, and Jacob, we are thankful for your orative work. understanding of the passion we have Vartan Gregorian, former president of brought to this work. Brown University and acting director of the Finally, we are grateful for the vision and Institute, and John Bryan Starr, its managing generosity of Ambassador Walter Annenberg. director, have been unfailing in their commit- His enduring faith in public education in ment to this project. New to the University America is the foundation on which the Insti- and the Institute, but adding their interest, tute rests and has provided strong spiritual advice, and support when it was needed, have support for our work. been E. Gordon Gee, president of Brown University, and Ramón Cortines, interim director of the Institute. An advisory panel and steering commit- tee provided direction and insights about our work along the way. We thank Robert Blum

62 reasons for hope, voices for change

appendix a how this inquiry was conducted

Throughout this work, the Institute has knowledge. After two months of interviews, attempted to employ an engagement process researchers began meeting monthly to review in its own efforts to learn from the people a developing list of critical questions and and programs that were studied. Researchers findings that became the basis for much of met with and listened to many individuals in the analysis. The research team’s work was order to gain new perspectives and to learn strengthened by both the steering committee from them as they talked among each other. and an advisory panel of practitioners. Information, preliminary findings, and con- Because the work we studied was local clusions were deliberately shared with others, and came from rich, local contexts, researchers from whom researchers encouraged an hon- decided to visit sites that represented best est evaluation. Finally, we were very eager experiences. Site visits began in May 1997 that those studied from across the country and consisted of one-to-three-day meetings have a chance to engage each other in a way with a variety of community stakeholders and that allowed them to define the summative groups. Researchers attended town meetings, judgments that have led to the conclusions of public conversation events, board meetings, this report. house meetings of parent groups and citizens, The Institute’s work in public engage- which were held in schools, homes, local ment began with a series of conversations businesses, corporate boardrooms, restau- throughout the spring of 1996 to help shape rants, corner diners, and libraries. an understanding of what public engagement Site reports became an important part meant across the country. These initial meet- of the monthly cumulative review process. ings culminated in a meeting in Washington, As themes and hypotheses were shaped and DC in June 1996, at which fifty leaders rep- argued, the Institute tested these assumptions resenting education, business, foundations, with various groups, including Institute col- communications, the media, and parents met leagues, foundation officers, technical assis- to discuss public engagement, and review tance providers, and consultants. Most impor- potential directions for the Institute. tantly, we shared our findings with those Beginning in the fall of 1996, who provided them. In November 1997 in Institute staff began traveling across the Providence, Rhode Island, teams of stake- country, meeting with administrators, teach- holders from twenty-six initiatives gathered ers, parents, citizens, researchers, reformers to discuss their work with each other. and reform organizations, state legislators, Questions and themes shaped over the past departments of education, foundation officers, year framed the discussion in sessions with and local citizens. The agenda of questions various groupings of initiatives and stake- provided an early glimpse into the issues that holders. As organizations learned from and form the heart of this report. A concept challenged each other, the Institute was able paper prepared from these sessions formed to validate much of its cumulative research the basis of discussions at the Institute for the through very revealing lenses. direction of this work. The following appendices list those The Institute then compiled a listing individuals, schools, and organizations that of public engagement sites from readings, have contributed to our understanding of travels, and recommendations from many engagement, to whom we are deeply indebted. people and advisors, including a list devel- oped by Norman Fruchter of New York University for the Prichard Committee for Excellence in Education in Kentucky. Nearly The Inquiry Sites Breakdown of Sites Studied 400 site recommendations were eventually gathered; each was sent a letter describing Identified 400 School-driven 34.5% 32 initiatives do local work our efforts and requesting additional infor- Studied 174 Community-driven 65.5% nationwide mation. Using a protocol to screen the infor- Visited 50 2 initiatives work regionally mation submitted, Institute staff conducted Urban 60.3% supporting local work in interview surveys by phone with program multiple states Suburban or directors or stakeholders in each site. small/medium town 21.3% 34 initiatives work Ultimately, 174 different school and commu- statewide or do local work nity efforts were studied. Rural 14.4% on a statewide basis The interview reports were shared with all project staff, who exchanged reactions weekly about each site and the accumulating For descriptions of the sites studied, see Appendix B, pages 64–83.

how this inquiry was conducted 63

appendix b public engagement inquiry sites

The 174 schools, districts, and organizations Program for Academic and Cultural Arizona listed below are representative of the initia- Enhancement of Rural Schools (PACERS) tives that were identified as part of the Dr. Jack Shelton Educational and Community Change Project Institute’s inquiry into the practice of public University of Alabama Paul Heckman, Associate Professor and engagement in America. This is not a com- Box 870372 Principal Investigator prehensive or exhaustive listing of schools or Tuscaloosa, AL 35487 University of Arizona communities doing this work; such a listing 205 348-6432 College of Education Annex would be impossible to compile. However, it http://www.pacers.org/pacerspg.htm 1415 North Fremont Tuscon, AZ 85721 represents a valuable cross-section of the pacers is an association of twenty-nine small 520 622-5719 kinds of initiatives that educators, parents, public schools in rural communities through- and citizens are using on behalf of public out Alabama. pacers schools seek to improve The Educational and Community Change education. and change the nature of learning through Project works inside low-income schools in The sites listed here form the beginning the active participation of the community. South Tuscon and Tuscon to help teachers of a clearinghouse of public engagement Projects include hands-on, interdisciplinary take advantage of what parents know and can sites. As additional sites are studied as part of exercises that build on indigenous skills and contribute to the classroom. The Project also its ongoing research in public engagement, resources. Each pacers school has a newslet- works in communities to organize parents the Institute will add to this listing. The ter that demonstrates student work and pub- and community members to become involved clearinghouse will be available in print upon licizes and reports on community activities. in their schools. request or it may be accessed on the Institute’s Twenty of these papers now have a readership web site (www.aisr.brown.edu). of over 125,000 people. Arkansas

Alabama Alaska Arkansas Advocates for Children and Families Amy Rossi A+ Research Foundation Chugach School District 931 Donaghey Building William E. Smith, Jr., Chairman Roger Sampson, Superintendent Little Rock, AR 72201 Cathy Gassenheimer, Managing Director 165 East 56th Avenue, Suite D 501 371-9678 P.O. Box 4433 Anchorage, AK 99518 Arkansas Advocates for Children and Families Montgomery, AL 36103 907 522-7400 is a policy-oriented think tank that aims to 334 279-1886 The Chugach School District, which is 50 get more parents involved in schools. They [email protected] percent Caucasian and 50 percent Alaskan hired a coordinator and use ideas and materi- http://www.aplusala.org native, comprises five communities covering als from the National Coalition of Advocates A+ organized town meetings that enabled 22,000 square miles on Prince William for Students to engage parents. “Super over 23,000 people to have a voice in school Sound. Frustrated by student performance, Saturday” meetings have been developed to improvement and developed a blueprint for the district turned to the Northwest Regional convene parents and administrators to talk school reform, which eventually was drafted Educational Laboratory for assistance in about issues facing the schools for Title I into a legislative plan, the Alabama First determining what the values and beliefs of parents. Plan. A+ also provides support to state poli- the community were as part of a planning Arkansas Friends for Better Schools cymakers and leadership training for school process. By gathering parents and community principals and superintendents. members together, consensus was achieved Judy Wilmouth White, Coordinator 1111 West Capitol, Suite 1096 Butler County School Board around the common top priority of providing children with the academic and social skills to Little Rock, AR 72201 Judy Manning succeed in rural Alaska and beyond. 501 373-5882 215 Simpson Street [email protected] Greenville, AL 36037 Arkansas Friends for Better Schools is an 334 382-2665 alliance of fourteen statewide organizations A major districtwide goal is to increase that support public schools. Three years ago, parental involvement through a variety of Arkansas Friends helped to develop “Arkansas activities and services. Spend a Day with Your Public Schools Week” to encourage schools Child invites parents to meet with teachers to welcome members of the community to and administrators and then to shadow their visit schools and to take part in school activi- child during classes. The Parent University ties. Arkansas Friends also collaborated with allows parents to meet with teachers and hear the Arkansas Times to initiate “Arkansas about goals and priorities over the upcoming Public School Heroes,” an annual cover fea- weeks. The district also offers parent educa- ture that profiles administrators, principals, tion classes that help parents to be better teachers, parents, community members, and parents. volunteers who are making a difference in the lives of school children.

64 reasons for hope, voices for change

California Bay Area School Reform Collaborative Consensus Organizing Institute Merrill Vargo David Hoffman, Program Manager Accelerated Schools Project c/o WestEd 1732 Grenada Avenue Hank Levin, Director 730 Harrison Street San Diego, CA 92102 National Center for the Accelerated San Francisco, CA 94107-1242 619 234-1268 Schools Project 415 241-2740 Formed in 1994, the Consensus Organizing Stanford University http://www.wested.org/basrc Institute (coi) is a national nonprofit organi- ceras 109 In 1995, the Bay Area School Reform zation that draws upon people’s creativity Stanford, CA 94305-3084 Collaborative (basrc), formed the previous and initiative to fashion innovative solutions 415 723-0840 year by a group of foundation, education, to community problems. coi develops and [email protected] business, and community leaders, received implements comprehensive strategies for http://www-leland.stanford.edu/group/asp grants of $25 million each from the Annenberg bringing people together and provides them Formed in 1986, the Accelerated Schools Foundation and William R. Hewlett. basrc’s with the tools necessary to achieve tangible Project is a school reform network that mission is to firmly establish the Bay Area reforms. includes nearly 1,000 elementary and middle as a vital, innovative, and effective place to schools in 40 states. The goal of the project learn and to teach. For its seventy-two Lead- Crystal Stairs is to help at-risk students to reach their opti- ership Schools (members of the Collaborative Alice Walker Duff mal performance. After members of the com- that received funding in the fall of 1997), 5105 West Goldleaf Circle munity devise a “living vision” of what they basrc developed Accountability Frameworks Los Angeles, CA 90056-1272 would see as their perfect school, school to enable parents, teachers, the schools them- 213 299-8998 officials identify key areas to work in as part selves, and their districts to measure their Crystal Stairs, whose name comes from of a comprehensive school-change process. own progress toward reform. An integral part Langston Hughes’s poem “Mother to Son,” The three core principles of an Accelerated of this plan is an annual Accountability Event is a seventeen-year-old organization that does School are a unity of purpose, empowerment that each school holds to engage parents in a research, service, and advocacy around child coupled with responsibility as part of a shared discussion on the school’s progress, student care and development. Parent Voices is a decision-making process, and building on the achievement, and the role of the community community organizing project that organizes strengths of the entire community. Acceler- in reform. parents and community members around ated Schools treat all children as gifted and issues of child care and education. build on their strengths through enrichment California Child Care Resource strategies, independent research, problem and Referral Network Education Summit solving, science, writing, music, and art. Patty Siegel Phyllis Harris 111 New Montgomery Street, 7th Floor Pasadena Unified School District The Achievement Council San Francisco, CA 94105 351 South Hudson Avenue Joyce Germaine Watts, Associate Director 415 882-0234 Pasadena, CA 91109 3460 Wilshire Boulevard, Suite 420 The California Child Care Resource and 818 791-4573 Los Angeles, CA 90010 Referral Network works with sixty agencies [email protected] 213 487-3194 across the state to help all families in California http://www.pasadena.k12.ca.us The Achievement Council is a nonprofit, have access to safe, affordable, quality child The Education Summit was a multiyear pub- public-interest organization whose mission care. The Network creates user-friendly and lic engagement process driven by community is to examine and address the systemic chal- attractive materials and guides to enable their and business leaders. More than 2,000 people lenges that have led to low academic out- member agencies to engage parents in their at eleven sites watched an interview with comes for urban and low-income students. It search for quality child care. An initiative the head of the Chamber of Commerce, the also helps build capacity of districts and schools called Parent Voices seeks to organize and superintendent of schools, and several other to ensure that all students are academically train parents to speak out on their own about educators about the state of the Pasadena prepared to succeed at the highest levels, child-care issues. schools. Participants at the sites then were including graduation from a four-year college divided into groups of eight to ten people to Conejo Valley Unified School District or university. discuss and devise seven areas of concern. Science and Technology Achievement Safety and communications were the top two for Students (stars) concerns. Year-long citizen groups were Dr. Sheila R. Carlson organized around each of the Summit’s seven 916 Chalet Circle areas, which have been an important basis Thousand Oaks, CA 91362-2408 for the district’s strategic plans. 805 498-3608 http://www.vcss.k12.ca.us/conejo/mainpage.htm stars Teacher Enhancement Program expands the reform of science-education deliv- ery throughout all K–6 classrooms in the school district through the diffusion of an exemplary, inquiry-oriented, process-approach science program. stars enhances students’ scientific knowledge, thinking, and problem- solving skills and encourages students to pur- sue careers in science and technology. Among the supporters and contributors to stars is Amgen, a leading biotechnology company.

public engagement inquiry sites 65

James A. Foshay Learning Center Hawthorne Year-Round School Los Angeles Educational Alliance for Howard Lappin, Principal Becki Cohn-Vargas, Principal Restructuring Now (LEARN) 3751 South Harvard Boulevard Jen Corn, Reform Coordinator Michael Roos, President and ceo Los Angeles, CA 90018 1700 28th Avenue 300 South Grand Avenue, Suite 1160 213 735-0241 Oakland, CA 94601 Los Angeles, CA 90071 The Foshay Learning Center, located in 510 879-1240 213 255-3276 South Central Los Angeles, was at risk of state [email protected] [email protected] take-over of its Title I funds in 1989 when [email protected] http://www.lausd.k12.ca.us/lausd/offices/learn Howard Lappin became principal. Lappin The Hawthorne School, one of the Bay /learn.html reached out to parents, community members, Area School Reform Collaborative’s Learning A working group of thirteen community and businesses to marshal as many resources Schools, held an Accountability Event in leaders formed learn in 1991. More than as possible for the school. Foshay joined November 1997 that attracted nearly 250 600 civic, education, and business leaders help the Los Angeles Educational Alliance for parents to discuss student achievement data learn to build supportive, student-focused Restructuring Now, academic standards were around literacy. Teachers facilitated discussions learning communities with the autonomy developed in line with district standards, and on the data in parents’ native languages of to define and realize their student achievement students were held accountable for their Spanish, Cambodian, Vietnamese, Cantonese, outcomes in new and imaginative ways best learning. Average daily attendance has risen, Serbo-Croatian, and English. The school also suited to their unique needs. The principal and recently, sixty-six of Foshay’s sixty-seven produced a video, in English and in Spanish, and one teacher from each learn school seniors applied to colleges, and thirty out of showing children reading at grade level to take part in an eighteen-month applied man- thirty-one passed the first Advanced Place- help parents understand what that looks like. agement training course with ucla’s Gradu- ment Tests. Foshay is also a member of the ates Schools of Management and Education. Los Angeles Annenberg Metropolitan Project. Joint Venture: Silicon Valley Network’s Additionally, partnerships are formed with Lappin was honored as a 1997 MetLife/ 21st-Century Education Initiative school communities and educational organi- National Association of Secondary School Tim Cuneo zations. To date, 297 schools, or 45 percent, Principals “Principal of the Year.” 99 Almaden Boulevard, Suite 620 in the Los Angeles Unified School District San Jose, CA 95113 are participating in learn. The George Lucas Educational Foundation 408 938-1510 Mark Sargent, Communications Director jvsvoffi[email protected] Long Beach Unified School District P.O. Box 3494 http://www.jointventure.org Carl Cohen, Superintendent San Rafael, CA 94912 The Joint Venture: Silicon Valley Network Kristi Kahl 415 662-1641 includes people in business, government, 1515 Hughes Way [email protected] education, and the community who have Long Beach, CA 90810 http://glef.org/welcome.html joined together to act on regional issues 310 997-8000 The George Lucas Educational Foundation, affecting economic vitality and quality of life. http://www.lbusd.k12.ca.us located in Nicasio, California, was established In 1995, the Network agreed to raise more The Long Beach Unified School District as a tax-exempt charitable organization in than $20 million and launch the 21st-Century engaged over 300 people from the community 1991 based on the filmmaker’s belief that edu- Education Initiative to spark a renaissance in in a series of education roundtables on stan- cation is the most important investment we public education in Silicon Valley. The Initia- dards-based reform in middle schools. These can make to secure the future of our democ- tive’s Challenge 2000 program, using a venture- discussions were followed by leadership racy. To help the public revitalize the nation’s capital model, works with “Renaissance development training with twenty-two mid- schools, the Foundation gathers, synthesizes, teams” of educators, business people, and dle school principals to help them better and disseminates information and other community members to implement systemic communicate with and involve parents and resources through various media to promote improvement programs focused on student community members around standards-based and share the latest strategies to change the performance and involving continuous evalu- reform. The district has recently developed K–12 educational system, especially those ation. The Initiative made commitments of an all-day Saturday Parent Conference, with that integrate technology with teaching and over $1 million over three years to Renaissance the support of the local union, to engage par- learning. In 1997, the Foundation completed teams in the form of financial, human, and ents and teachers. Learn & Live, a documentary film (hosted by technological resources. Continued support is Robin Williams) with a companion resource dependent upon the achievement of measur- Mar Vista Family Center book, to illustrate ways that innovative schools able results toward world-class standards. Lucia Diaz, Executive Director and communities are using technology to 5070 South Slauson Avenue enhance teaching and learning. Culver City, CA 90230 310 390-9607 [email protected] Founded in 1977, the Mar Vista Family Center is a parent-participation preschool adjacent to the Mar Vista Gardens Federal Housing Project in West Los Angeles, serv- ing an at-risk community of primarily low- income Latino and African American families. Parents learn the importance of their role in their children’s educational success through mandatory participation in the preschool program. Over 2,000 families have taken part in the Center’s programs based on the Mar Vista Model of Shared Responsibility.

66 reasons for hope, voices for change

Mexican American Legal Defense San Mateo–Foster City School District Colorado and Education Fund (MALDEF) Audrey Poppers, Assistant Superintendent Antonia Hernandez for Educational Services Aurora Public Schools 634 Spring Street 51 West 41st Avenue Joan Ott, Director of Instructional Services Los Angeles, CA 90014 San Mateo, CA 94403 15751 East First Avenue 213 629-2512 650 312-7777, ext. 7720 Aurora, CO 80011 [email protected] [email protected] 303 340-0861 http://www.aps.k12.co.us Founded in 1968, the Mexican American http://www.smfc.k12.ca.us Legal Defense and Educational Fund is a In June 1997, the San Mateo–Foster City In 1988, the Aurora Public Schools first used public-interest law firm that seeks to improve School District, a member of the Bay Area an engagement process to initiate a commu- the status of Mexican Americans through School Reform Collaborative, convened par- nitywide strategic planning process. During litigation and advocacy, community educa- ents, teachers, and the principal from Parkside the past decade, this process has led to several tion, and leadership development. Elementary School for seven hours in the policy changes that involve key stakeholders first in a series of four dialogues on account- in a more meaningful way. A Leadership Parent Alliance for School Standards (San Diego) ability. This working group, along with Council of community representatives pro- Ellen Jaffa central office staff and a few principals from vides support and direction for the Board of Social Advocates for Youth other schools, has discussed the various types Education, and each school building now has 3615 Kearny Villa Road, Suite 101 of assessment data, how to read and under- a shared-decision-making team. Additionally, San Diego, CA 92123 stand the data, and what acceptable student a fifty-person school and community task 619 565-4148 progress looks like. This process at Parkside force contributed to the district’s process of The Alliance works with parents to educate will lead to dialogues at other schools in rewriting graduation standards by studying them about student standards. During 1998, the district, and work has already begun on the issue, holding communitywide meetings, the Alliance intends to train 250 parents, thinking about and planning for a districtwide and presenting recommendations to the board. accountability event. including 15 site leaders. A parental network Colorado Children’s Campaign will be established to train parents and to help Santa Monica–Malibu Unified School District Barbara O’Brien them access the schools and obtain information 225 East 16th Avenue on what the standards are and how they work. Peggy Harris 1651 16th Street Suite B-300 Parent Community Services, Santa Monica, CA 90405 Denver, CO 80203-1607 Los Angeles Unified School District 310 450-8338 303 839-1580 Shawnna Tallant http://www.smmusd.org [email protected] http://www.kidscampaigns.org/cac/sites/ 534 Cesar E. Chavez Avenue The Santa Monica–Malibu Unified School ccc.html Los Angeles, CA 90012 District has a new teacher-training program in 213 625-6010 partnership with ucla. Text-based seminars Founded in 1985, the Colorado Children’s [email protected] are used to engage the community and to Campaign mobilizes individuals and organi- http://lausd.k12.ca.us/~pcs allow student teachers to hear voices from zations to think and act on behalf of children A telephone hotline was created and is the community. The district has created par- with particular attention to the health, educa- staffed by parents in the Los Angeles Unified ent advisory groups that help the schools tion, and safety of children most at risk. School District. The goal of the hotline is connect to various ethnic and minority con- The Children’s Campaign publishes annually parent empowerment and increased collabo- stituencies. The district has a strong relation- Kids Count in Colorado! which looks at health, ration between parents and district personnel. ship with city government, which provides education, and safety issues confronting chil- Parents who call the hotline can express their $2 million a year in direct support to com- dren and their families. In recent years, vol- concerns, receive assistance with school- munity outreach programs. unteers have made more than 20,000 dolls and district-related information, and obtain and placed them around the state as part of Urban Strategies Council referrals to a wide variety of services. There an annual Children’s Summit and Doll are currently three full-time operators Martine Makower, Associate Project, a public awareness campaign where who can take calls in four languages (English, 672 13th Street, Suite 200 volunteers make cardboard dolls that depict Spanish, Armenian, and Korean). Thornton House the life of a child in Colorado. Oakland, CA 94612 San Francisco School Volunteers 510 893-2404 Community/Adult Education, Volunteer Services Sandra Treacy, Executive Director [email protected] Barbara Hook, Director West Center for Intergenerational Learning 65 Battery Street, 3rd Floor The Urban Strategies Council seeks to Colorado Springs School District #11 San Francisco, CA 94111 inform and inspire change focused on reduc- 1115 N. El Paso Street 415 274-0250 ing the risk of persistent poverty in Oakland. Colorado Springs, CO 80903 [email protected] In 1989, the Council helped to launch the 719 520-2162 http://www.maximov.com/sfsv Commission for Positive Change in Public Founded in 1963, San Francisco School Schools, which lasted for six years, to engage The community education program, nearly Volunteers (sfsv) is a nonprofit organization the public to restore its confidence in the twenty-five years old, provides support from whose mission is to improve the quality of public schools. Public meetings were held to the community to students and, in turn, offers education through informed community gauge the community’s concerns and to services to the community. In 1996, more involvement in their public schools. In the determine what they expected of the schools. than 6,000 community volunteers participated city’s middle schools, sfsv has helped to orga- The Commission also looked for the condi- in the program and helped teachers in the nize breakfast exchanges that bring together tions, instruction, and structure of the classroom. This new relationship with the teachers and parents. During the 1997–98 schools. Once the Commission released its community also led to the passage of the first school year, sfsv has enlisted the support report, it then re-engaged the community to bond measure in more than twenty-four years. of more than 2,500 volunteers who typically examine those findings. spend two to three hours per week in a school. public engagement inquiry sites 67

Connecticut Center for Law and Education Public Education Network Paul Weckstein, Co-Director Wendy Puriefoy, President Study Circles Resource Center Kathleen Boundy, Co-Director 601 Thirteenth Street, NW Martha McCoy, Executive Director Anne T. Henderson, Consultant Suite 900 North Sally Campbell, Deputy Director 1875 Connecticut Ave., N.W. Washington, D.C. 20001 Matt Leighninger, Program Director Suite 510 202 628-7460 P.O. Box 203 Washington, D.C. 20009 http://www.publiceducation.org Pomfret, CT 06258 202 986-3000 The Public Education Network is a national 860 928-2616 [email protected] association of local education funds commit- [email protected] The Center for Law and Education (cle) is ted to achieving high-quality public educa- The Study Circles Resource Center (scrc) a national, nonprofit organization that seeks tion for all American children, especially the is a project of the Topsfield Foundation, Inc., to advance the rights of all students, especially disadvantaged. Its mission is to link and unite a nonprofit, nonpartisan foundation dedicated low-income students and their families. cle these funds and mobilize the energy and to advancing deliberative democracy and helps community and school-based initiatives resources of their communities to build effec- improving the quality of public life in the to increase parent and student involvement in tive and successful public schools. The Net- United States. scrc carries out this mission education. cle also conducts and publishes work is currently working in twenty-eight by helping communities to organize study research on parent involvement, including its states and the District of Columbia. circles – small-group, democratic, highly par- 1997 report, Urgent Message: Families Crucial ticipatory discussions. scrc has been a pio- to School Reform. neer in facilitating communitywide conversa- Florida tions around the issues of race, diversity, Institute for Educational Leadership, Inc. education, and criminal justice. Mike Usdan, President Adult Education Center, Jacqueline Danberger, Director, Windham Public Schools Flagler County Schools Governance Programs Stephen Edwards Pat Procter, Superintendent 1001 Connecticut Avenue, NW 322 Prospect Street Flagler County Schools Suite 310 200 Lehigh Road Willimantic, CT 06226 Washington, D.C. 20036 860 465-2310 Flagler Beach, FL 32136 202 822-8405 904 517-2040 After a team of administrators attended the [email protected] Harvard Institute for School Improvement in http://www.iel.org The Adult Education Center offers 500 1996, the district determined that it was time classes per semester for six semesters a year. The Institute for Educational Leadership’s The Center runs a fully operational child- to engage the community. The first year of (iel) mission is to improve individual lives the process is to set goals and expectations for care center and an adult activity center for and society by strengthening educational persons with dementia or Alzheimer’s. A full students; year two undertakes an assessment; opportunities for children and youth. iel range of community education classes is and year three entails putting together a accomplishes its mission by connecting lead- offered, along with drop-out retrieval and plan to close the gaps. During 1996 and 1997, ers from every sector of our increasingly vocational education programs. through focus groups with children, senior multiethnic and multiracial society and by citizens, business leaders, and parents, the reconnecting the public with our educational Communities in Schools of Jacksonville district collected data on the community’s institutions. iel collaborates with Public Stephen Zaricki, Executive Director expectations and satisfaction with the schools Agenda on “Engaging Americans in Education 301 West Bay Street, Suite 2360 and has moved on to a process of setting goals. Reform,” to involve Americans at the grass- Box 23, Southern Bell Tower roots level in civic dialogue among them- Jacksonville, FL 32202 selves and with educators. 904 354-5918 District of Columbia National Council of La Raza Communities in Schools (cis), part of a The Benton Foundation Maria Fisher, Education Policy Analyst national program, is an in-school model that works with at-risk students in Jacksonville Larry Kirkman Arianna Quiñones, Education Specialist to keep them in school, raise their level of 1634 “Eye” Street, NW 11 19th Street, NW achievement, and prepare them for their 12th Floor Suite 1000 future. cis mobilizes community resources, Washington, D.C. 20006 Washington, D.C. 20036 including funding, mentoring, and social ser- 202 638-5770 202 785-1670 vices from businesses, agencies, and nonprofit [email protected] mfi[email protected], [email protected] organizations, around these students. Case http://www.benton.org The National Council of La Raza (nclr) is a managers help to identify the problems that a private, nonpartisan, tax-exempt organization The Benton Foundation works to realize the family might have and connect them to the established in 1968 to reduce poverty and social benefits made possible by the public- appropriate services. interest use of communications. Bridging the discrimination and improve life opportunities worlds of philanthropy, public policy, and for Hispanic Americans. Nationally, nclr community action, Benton seeks to shape the lobbies federal lawmakers, while locally emerging communications environment and building grassroots community involvement to demonstrate the value of communications for education reform. for solving social problems. Through demon- stration projects, media production and pub- lishing, research, conferences, and grant mak- ing, Benton probes the relationships between the public, corporate, and nonprofit sectors to address the critical questions for democracy in the information age.

68 reasons for hope, voices for change

Georgia Illinois Indiana

Chatham-Savannah Youth Futures Authority Cross City Campaign for Urban School Reform Buddy System Project Dr. Otis S. Johnson, Executive Director Anne Hallett Alan T. Hill, President 316 East Bay Street 407 South Dearborn Street, Suite 1725 17 West Market Street, Suite 960 Savannah, GA 31401 Chicago, IL 60605 Indianapolis, IN 46204 912 651-6810 312 322-4880 317 464-2074 The Chatham-Savannah Youth Futures [email protected] [email protected] Authority was created by state legislation in The Cross City Campaign is an active http://www.vonnegut.buddy.k12.in.us 1988. Comprising representatives from schools, strategic, national network supporting urban Launched in 1988, the Buddy System Project city and county government, the community, school reform leaders, both inside and out- uses technology to extend learning beyond and business, the Authority’s mission is to side of school districts, through information, the classroom walls and into homes through- create a community collaborative to affect the shared strategies, joint work, and support of out Indiana. Fourth-, fifth-, and sixth-graders change needed to enable the youth of the local reform agendas. and their families from more than sixty community to become productive, economi- school districts take part in the program. cally self-sustaining adults. The Authority Designs for Change Families receive computers at home to encour- provides after-school programs, drug-use Donald Moore age students to spend more time learning at prevention efforts, health and social services, 6 North Michigan Avenue, Suite 1600 home and to help parents interact with teach- and job training for young adults. Chicago, IL 60602 ers and the school district. 312 857-9292 The Georgia Partnership Phi Delta Kappa International Designs for Change, part of the Annenberg for Excellence in Education Chicago Challenge, was instrumental in Dr. Ron Joekel, Executive Director Tom Upchurch, President the passage of the city’s school reform law in P.O. Box 789 233 Peachtree Street, Suite 200 1988. Designs for Change subsequently Bloomington, IN 47402 Atlanta, GA 30303 worked with the Cross City Campaign for 812 339-1156 404 223-2280 Urban School Reform from November 1994 http://www.pdkintl.org http://www.gpee.org through July 1995 on the Public Information Phi Delta Kappa (pdk), in collaboration with The Georgia Partnership for Excellence Project. The Project led or supported fifteen the National Parent Teacher Association, has in Education was founded in 1990 with the significant initiatives to disseminate good, sponsored discussions across the country as mission to be Georgia’s foremost change accurate information on Chicago school part of the Civic Forum on the Future of agent and a significant leader in the journey reform to the media and to key opinion lead- Public Schools. These forums focus on three to higher standards and increasing academic ers and decision makers. questions: What is the purpose of public achievement for all students. Since 1993, schools? How effective are our public schools? Georgia’s education, business, and govern- Partners for Success Program and What changes must be made to attain ment leaders have traveled by bus to various Carole Parkins these purposes? pdk has announced plans to communities throughout the state on five-day Regional Office of Education conduct fifty forums in 1998. tours of schools to highlight innovative edu- DuPage County cation approaches. The Georgia Partnership 421 N. County Farm Road Wheaton, IL 60187 also works with communities across the state, Kansas through the Ambassadors for Education 630 682-6955 program, to build awareness about education [email protected] Salina Public Schools issues. http://www.dupage.k12.il.us Gary Norris, Superintendent Partners for Success provides multiple learn- P.O. Box 797 Southern Regional Council ing environments that utilize a variety of Salina, KS 67402 cia Klenbort, Director of Mar strategies. Their curriculum includes partner- 913 826-4727 Education Programs ships with families, home schools, social 133 Carnegie Way, NW Following the defeat of two local tax initiatives service agencies, educational communities, three years ago, the Chamber of Commerce Suite 900 businesses, and mentors. Atlanta, GA 30303-1024 directed the board of education to embark 404 522-8764 upon a strategic-planning process. Roughly [email protected] fifty school officials and community members http://www.src.w1.com served on leadership and research teams. After conducting polls and focus groups, the Founded in 1919, the Southern Regional teams came up with specific recommenda- Council (src) is a nonpartisan, nonprofit tions for the community centered around their organization that works to achieve racial top three issues of family, communications, equality and economic and social justice in and resources for student achievement. the Southern United States through research and action that engages and transforms indi- viduals, communities, and institutions. In 1994, src developed “Building a Culture for Middle School Achievement,” a program to increase student achievement in middle schools in Atlanta. Parents, teachers, admin- istrators, and community members came together as part of an advisory committee to serve as a locus for discussion on issues such as systemwide objectives.

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Kentucky Prichard Committee for Academic Excellence Council for A Better Louisiana Robert F. Sexton, Executive Director Harold Suire, Chairman and ceo Citizens’ Advisory Committee, Bev Raimondo, Director of P.O. Box 4308 Scott County Public Schools Community Support Baton Rouge, LA 70821 Dr. Dallas Blankenship, Superintendent P.O. Box 1658 504 344-2250 Scott County Public Schools Lexington, KY 40592 Founded in 1962, the Council for A Better 2618 Frankfort Pike 603 233-9849 Louisiana (cabl) is a statewide citizens- P.O. Box 561 The Prichard Committee for Academic advocacy organization. cabl engages voters Georgetown, KY 40324 Excellence provides a public voice advocating to help them become informed and make 502 863-3663 for improved education for all Kentuckians. better decisions. Its People’s Agenda project [email protected] Through town forums, Prichard brought utilizes scientific research, surveys, and focus http://www.scott.k12.ky.us 20,000 people together in 1984 to talk about groups to better understand the concerns of In 1993, the superintendent created a public schools and their problems. Prichard voters. cabl’s work in education has centered Citizens’ Advisory Committee (cac) to create was instrumental in the passage of the 1990 on the development, since 1990, of nine per- community awareness and to generate grass- Kentucky Education Reform Act. It contin- manently endowed local education funds roots support for a pending bond issue to ues to support the implementation of the across the state. cabl has received a grant build a new high school. While that bond reform act in individual communities through from the BellSouth Foundation to initiate issue failed, cac was successful in gathering parent and community education and aware- school-board leadership training programs public input and sustaining an awareness for ness programs like Community Committees across the state. cabl also serves as a resource the need to build a new facility. Through for Education and Parents and Teachers to the state department of education in help- state legislation, regular growth and levies, Talking Together. Prichard recently launched ing them communicate with citizens. and the support of a local Toyota plant, the the Commonwealth Institute for Parent district was able to construct a $24-million, Leadership to help engage more parents in Louisiana Alliance for Education Reform state-of-the-art high school that opened in schools and school reform. Ruth G. Hinson, Director the fall of 1996. cac has continued to share Tulane University information with and gather input from the 6901 Willow Street public, and over 80 percent of its recommen- New Orleans, LA 70118 Louisiana dations have been acted on by the district. 504 865-5584 800 945-2198 Hopkinsville-Christian County Agenda for Children Jenny Evans [email protected] Tom Bell http://www.tulane.edu/~laer/index P.O. Box 23 P.O. Box 51837 Formed in 1992 with the collaborative efforts Hopkinsville, KY New Orleans, LA 70151 of the Shell Oil Company Foundation and 502 886-2984, ext. 9117 504 586-8509 Tulane University, the Louisiana Alliance for The town was selected as a site for an Agenda for Children is an advocacy organiza- tion that focuses on child-abuse prevention Education Reform is a nonprofit corporation Institute for Educational Leadership/Public whose purpose is to develop the ability of Agenda–sponsored town meeting. The infor- and child health and resources for young children up to eight years old. They work with local citizens (educators and noneducators mation that was compiled from the town together) to lead the complex process of edu- local schools to increase awareness about meeting was subsequently used in the dis- cation reform in their own communities. trict’s improvement plan. Since this initial quality child care, coordinate workshops on how children learn, and hold seminars on The Alliance provides leadership training, conversation, the Board of Education has resources, and coaching in schools and in the parent care. funded two more town meetings. The town community. Teachers, a central part of the has also tried to develop a mechanism to use Center for Development and Learning school leadership team, are trained to facili- this framework to address other issues. Alice Thomas, Founder and tate workshops with parents and community members around their collective vision for The Middle School Coalition, Executive Director their school. Jefferson County Public Schools 208 South Tyler Street, Suite A Susan Shortt, Middle School Coalition Covington, LA 70433 Coordinator 504 893-7777 P.O. Box 34020 [email protected] Maine Louisville, KY 40232-4020 Founded in 1992, the Center for Develop- Maine Center for Educational Services 502 485-3011 ment and Learning (cdl) is a nonprofit orga- en Jenifer VanDeusen The Middle School Coalition is a group of nization whose mission is to help childr break the cycle of failure to facilitate school P.O. Box 620 civic, business, health, and social service Auburn, ME 04212 organizations, educators, and parents/care- and lifetime success. cdl trains teachers, parents, and students in techniques that can be 207 783-0833 givers that works to remove barriers and to [email protected] create opportunities to support the academic used to address students’ variations in learn- achievement of middle school students. ing. cdl helps individual students to identify The Center’s focus is on bringing together their unique learning profile and provides schools, families, community members, and families with training, consulting, and referral students themselves to collaborate on helping services that enable parents to understand children to develop intellectually, physically, their children’s specific educational needs. and emotionally. Three years ago, with the assistance of the Charles Stewart Mott Foundation, the Center chose four sites to address the issue of how to increase parental involvement. Currently, all site teams are focusing their work on the development of children’s life skills.

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Maine Coalition for Excellence in Education Citizens Planning and Housing Association Massachusetts Denison Gallaudet, Chairman Laura Weeldreyer 45 Memorial Circle 218 West Saratoga Street The Algebra Project, Inc. Augusta, ME 04330 Baltimore, MD 21201 Robert Moses, Founder and President 207 375-4334 410 539-1369 Bethany Allen 99 Bishop Allen Drive [email protected] The Citizens Planning and Housing Cambridge, MA 02139 Founded in 1990, the Maine Coalition for Association (cpha), founded in 1941, is a 617 491-0200 Excellence in Education gathered together community-based organization that uses citi- educators, community members, and business zen action to achieve the best possible quality The Algebra Project is a nationwide network people to develop a statewide plan for broad of life for all residents of Baltimore. cpha of projects designed to equip students with education standards for students. The Coali- has partnered with parent/community groups a new mathematics literacy required for full tion held hearings, conducted surveys, and and the public school system to enable the participation in a changing technological developed a collaborative to create a stan- formation of city-based charter schools. cpha society. There are currently eighteen projects dards plan called Learning Results. All told, is also working with three schools in Southeast in twelve states. the Coalition’s engagement process involved Baltimore to increase parental involvement Artists for Humanity almost 10,000 people and led to the passage in school life and governance. cpha’s third of the plan’s content standards during the area of engagement is its role as convener of Susan Rodgerson, Founder 1997 Maine legislative session. the Baltimore Education Policy Network, a 288-300 A Street group of education leaders inside and outside South Boston, MA 02210 Pathway Partners of the schools that has worked to settle three 617 737-2455 Gary Perlson, Career Coordinator pending lawsuits and ensure public input in Artists for Humanity was founded eight years Mt. Abram High School the reform process. ago as an after-school program in Boston. R.R. 1 Box 760 Students participate in an apprenticeship pro- Salem, ME 04983 Maryland Business Roundtable for Education gram where they are paid to create artwork 207 678-2455 June Streckfus, Executive Director that is then marketed to the business commu- [email protected] 111 South Calvert Street, Suite 2250 nity. There are forty students on the staff, The mission of Pathway Partners is to focus Baltimore, MD 21202 and the sale of the students’ art generates the resources of their partners in education, 410 727-0448 $100,000 in revenue each year. Students must government, business, and the community to The Maryland Business Roundtable for maintain a 2.5 grade-point average to stay in provide a seamless transition from school to a Education (mbrt) is a coalition of eighty the program. Ninety-eight percent of the successful Career/Life Pathway for every stu- companies that have made a ten-year com- students in the program go on to college. dent in the district. mitment to support education reform and Cape Cod Education Center, Inc. improve student achievement in Maryland. mbrt used a 1993 gap analysis that identified Sally Grimes 64 Olde Homestead Drive Maryland nine components missing in Maryland’s school reform effort as the framework for an Marstons Mills, MA 02648 508 420-6219 Baltimoreans United in Leadership Education Summit in January 1996 with 250 [email protected] Development (BUILD) of the state’s key education stakeholders. Leslie McMillan That conversation sparked local conversa- The Center works with school districts to 2521 North Charles Street tions in communities across the state. In help teachers address reading and social Baltimore, MD 21218 addition, mbrt’s Speaker’s Bureau identifies problems, such as dyslexia and attention deficit 410 467-9770 and trains well-known people, chiefly busi- disorder, problems that are not addressed ness leaders, to make presentations on educa- in many teacher preparation programs. The build, twenty years old and the largest tion reform throughout the state. goal of the Center is to develop a major mainly African American community organi- resource center where parents and adminis- , mobilizes community zation in the country National Network of Partnership-2000 Schools trators can access information and research members to ensure a quality education for all Center on School, Family, and and where parents and teachers can receive children. build helped found the Child First Community Partnerships training. Authority, a public authority with the ability Dr. Joyce L. Epstein, Director to issue bonds and raise capital. With support Johns Hopkins University Community Training and Assistance Center from the mayor, ten after-school programs 3003 North Charles Street, Suite 200 Bill Slotnick, President were created in Baltimore schools on a pilot Baltimore, MD 21218 30 Winter Street basis. The after-school programs are partner- 410 516-8818 Boston, MA 02138 ships between schools and build. Parents [email protected] 617 423-1444 serve as volunteer staff at these programs. http://www.csos.jhu.edu/p2000 The Community Training and Assistance The network guides school, district, and state Center (ctac) is a seventeen-year-old non- leaders and teams of educators, parents, and profit organization that provides technical others to improve school, family, and com- assistance to more than ninety community- munity partnerships. based organizations and public institutions that work in education, health, housing, neighborhood revitalization, and other issues. ctac helps schools complete a site assess- ment, gather a diverse group of stakeholders to envision what an ideal school would look like, and ultimately put an actual reform plan together.

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Institute for Responsive Education Massachusetts Department of Education Patrick O’Hearn Elementary School Tony Wagner, President Alan Safran William Henderson, Principal Northeastern University 350 Main Street 1669 Dorchester Avenue 50 Nightingale Hall Malden, MA 02148-5023 Boston, Massachusetts Boston, MA 02115 781 388-3300 617 635-8725 617 373-4479 [email protected] The O’Hearn School, part of the Institute for [email protected] http://www.doe.mass.edu Responsive Education’s Responsive Schools http://www.dac.neu.edu/ire The Massachusetts Department of Education Project, is a K–5 full inclusion-school. Seven Founded in 1973, the Institute for Responsive was mandated to develop statewide standards years ago, O’Hearn determined that family Education (ire) promotes family and com- through a widely representative commission. involvement was its top priority and identified munity involvement in schools and new The commission traveled the state to gather potential parent leaders. To ensure a more approaches to elementary and secondary edu- feedback about what parents, community family-friendly school, a number of projects cation that are responsive to the changing members, educators, and others thought chil- were implemented: a family center during the needs of students, families, communities, and dren ought to learn. In all, 50,000 people school day, parent participation on school- the larger society. ire’s Responsive Schools were involved through open houses and forums based management teams, workshops for Project was launched in 1994 and now held by local school councils. Since the publi- family members during and after school, a involves clusters of K–12 schools in eight cation of those standards, the “Common family newsletter, and a home reading pro- school districts across the country. Responsive Core of Learning,” the department has worked gram. Today, 98 percent of parents meet with Schools seek to develop and demonstrate new to explain them to the public. teachers to examine students’ progress on strategies for creating locally based, “bottom portfolios, and the same percentage of fami- up” systemic changes in schools serving eco- Mobilization for Equity lies takes part in the home reading program. nomically disadvantaged families. ire pro- Fran Smith, Coordinator vides site grants, part-time facilitators, and Massachusetts Advocacy Center The Right Question Project, Inc. training and resources on gathering data on 100 Boylston Street, Room 200 Dan Rothstein, Director the community’s needs and concerns. Boston, MA 02116 Luz Santana 617 357-8431 218 Holland Street Samuel W. Mason Elementary School Mobilization for Equity is a national project Somerville, MA 02144 Mary L. Russo, Principal with the mission of promoting equal access to 617 628-4070 150 Norfolk Avenue high-quality education for all children who The Right Question Project (rqp) works Roxbury, MA 02119 live in the United States. The Boston project nationally to promote the belief that all par- 617 635-8405 provides parents with information on the new ents are capable of thinking and acting on russo@infl.com student standards, trains parents to become their own behalf. rqp assists parents in devel- The Mason School serves 273 students from better advocates for their children’s achieve- oping the skills to interact with their chil- pre-school through grade 5. In 1991, Mason ment, and works with the entire community dren’s teachers. Parents who have completed was the least-chosen elementary school in to build an equity agenda. the rqp training interact more regularly with Boston and destined to close. Under a new their children and with teachers and princi- principal, teachers and the community rallied Multi-cultural Education, pals and develop an understanding of the to save the school, initially by focusing on Training and Advocacy (META) importance of asking questions and the filling the school, then on rebuilding disci- Roger Rice power of working together. Many sites across pline and starting an after-school program. 204a Elm Street, Suite 22 the country are using the rqp model. The school has since actively involved parents Somerville, MA 02144 and key business partners, including John 617 628-2226 Springfield Learning Community Collaborative Hancock Financial Services, in the classroom meta is a public-interest law firm that spe- Jo-Anne Wilson Keenan, Director and on management teams. cializes in litigation addressing equity issues Frank H. Freedman School for immigrant and minority children. meta’s 90 Cherokee Drive Massachusetts Business Alliance for Education parents’ training focuses on how schools Springfield, MA 01109 S. Paul Reville, Executive Director work, what the power structures in schools 413 787-7443 Harvard Graduate School of Education are, and how parents can become involved. [email protected] 451 Gutman Library In 1994, the Springfield Learning Community Appian Way Newburyport Education Business Coalition Collaborative (slcc) was developed to include Cambridge, MA 02138 Dr. Paul Dulac, Superintendent students’ families in the classroom environ- 617 496-4823 Newburyport High School ment, to strengthen children’s academic learn- Formed in 1988, the Massachusetts Business P.O. Box 853 ing and to foster school/home collaboration. Alliance for Education (mbae) did extensive Newburyport, MA 01950 Twenty Springfield elementary school teach- outreach to many groups – including business 978 465-4440 ers participated in an off-campus degree pro- organizations, community groups, unions, Founded in 1990, the Newburyport Education gram focused on fostering family participa- superintendents, and school committees – to Business Coalition began as a joint venture tion and learning new approaches to teaching develop an education reform proposal enti- between the local Industry Group and the language arts. slcc has enhanced the school/ tled “Every Child a Winner.” By continuing Newburyport Public Schools to strengthen home collaboration through family visits to this commitment to engagement once reform the community’s total educational process. the classroom, family field trips, and summer legislation was drafted, mbae not only The Coalition supports innovative projects workshops for teachers, parents, and children. ensured the passage of the Education Reform that demonstrate collaboration between class- Act of 1993 but has subsequently promoted rooms and business partners through annual dialogue around the implementation of the Partnership Grants. Another growing pro- law and its progress. gram, called Port Day, introduces elementary school students to different occupations in local businesses.

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Michigan Minnesota Middle School Connection Bev Prawalsky The Center for Civil Leadership at the Child Care Aware Linda Jury Institute for Education Reform Denise Fogerty, Program Director 1922 Garfield Street, NE Mike Kiefer, Director 2116 Campus Drive, SE Minneapolis, MN 55418 2000 Huron River Drive, Suite 102 Rochester, MN 55904 612 789-3819 Ypsilanti, MI 48197 507 287-2220 612 824-6052 313 484-3232 [email protected] [email protected] The Center for Civil Leadership, created in Child Care Aware was founded in 1988 to The Middle School Connection is a two-year- 1997, uses community dialogue as a lever for improve child care in America. They provide old, middle-school newsletter created by two effective change within schools. The Center consumer education on how to choose good mothers to inform and empower parents. has developed a diagnostic tool to benchmark care and have established a national 800 Funded this year with a grant from the Edna the behavior of school governance teams and number for parents to find out about local McConnell Clark Foundation, the newsletter to identify training needs. This tool will be resources. For family child-care providers is mailed to each of the roughly 12,000 fami- used on an on-going basis to monitor the they provide training and networking oppor- lies in Minneapolis with children in grades 5 change in behavior of governance teams and tunities. through 8. A hotline for parents to call and the degree to which collaboration between comment on the newsletter has been estab- Independent School District 197, West St. Paul school and community has increased. lished. During the 1997–98 school year, the Robert Monson, Superintendent two founders are collaborating with the Grand Rapids Public Education Fund 1897 Delaware Avenue League of Women Voters of Minneapolis to Elizabeth Dilley, President Mendota Heights, MN 55118 try to get a parent liaison in every middle 111 Pearl Street 612 681-2313 school. Grand Rapids, MI 49503 [email protected] [email protected] The school district initiated a strategic http://www.grpef.org planning process by creating a thirty-two- Mississippi The Grand Rapids Public Education Fund member board and convening two town hall (pef) is an independent, nonprofit organiza- meetings with help from Public Agenda and Parents for Public Schools tion that promotes high achievement for all the Institute for Educational Leadership. Kelly Butler, Executive Director students through community partnerships These conversations helped to renew com- Ann Duffy, Parent Connections with public schools. pef works to ensure that, munity interest in the public schools. Task Project Director through its partnership programs, community forces developed after these conversations P.O. Box 12807 members participate in strategic planning, are building partnerships with local churches, Jackson, MS 39236-2807 policy discussions, and legislative issues, community organizations, and elected 800 880-1222 thereby providing strong leadership for sys- officials. 601 982-1222 temic school reform. pef’s community-asset League of Women Voters of Minneapolis [email protected] mapping initiative engages community mem- http://www.pps.net bers to help identify strengths and weaknesses Rosemarie Kelly, Executive Director pps) is a national in their neighborhoods and collaborate on Young Quindland Building Parents for Public Schools ( organization of grassroots chapters dedicated community improvement. 81 South 9th Street, Suite 335 Minneapolis, MN 55402 to recruiting students, involving parents, and Middle Start Initiative 612 333-6319 improving public schools. pps chapters are Leah Meyer Austin, Program Director [email protected] community-based, not school-based, and they work with superintendents, school boards, W. K. Kellogg Foundation Founded in 1920, the League of Women and civic leaders to “build excellent public One Michigan Avenue East Voters of Minneapolis is a civic education schools and better communities.” There are Battle Creek, MI 49017-4058 organization that encourages citizens to play presently fifty-six chapters in twenty-five states. 616 969-2265 an informed and active role in government. [email protected] During the 1997–98 school year, the League Public Education Forum of Mississippi Begun in 1994 as a project of the Kellogg designed a “shadow” study, funded through a Dr. Donald Cotten, Executive Director Foundation, the Middle Start Initiative began grant from the Edna McConnell Clark 120 North Congress Street, Suite 800 with a confidential self-study by 224 schools, Foundation, for all twenty-two middle-level Jackson, MS 32901 the data from which provided the basis for a schools in Minneapolis: community volun- 601 353-5488 public engagement strategy. Grants are made teers will shadow a student, a teacher, and a The Public Education Forum of Mississippi to individual schools throughout Michigan to principal in each school; the League will then 1989 by a group of business support planning, comprehensive school convene stakeholders in the community to was begun in improvement in curriculum instruction, rural disseminate the results of the study. leaders to enhance the quality of life in the school improvement, networking, professional state through the improvement of public edu- development, technical assistance, communi- cation. The Forum’s work focuses on issues cations, and policy support for the initiative. of infrastructure, including the educator In collaboration with the Michigan League pipeline, human resources, attracting the best of Human Services, a booklet and companion and brightest into the profession, technology, video, “Starting in the Middle,” was produced professional development, and work-force as a guide for teacher professional develop- preparation. ment and community discussions.

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Missouri Wakefield Community School Public Conversations Project Jeanne Surface, 7–12 Principal Bruce Mallory, Dean of the Graduate School Pattonville Community Schools P.O. Box 330 University of New Hampshire Mickey Schoonover Wakefield, NE 68784 Thompson Hall Pattonville Learning Center 402 287-2012 Durham, NH 03824 11097 St. Charles Rock Road [email protected] 603 862-3007 St. Ann, MO 63074 Wakefield Community School, a rural school [email protected] 314 213-8025 district of 460 students, is part of the Nebraska The Public Conversations Project coordi- During the mid 1980s, the community’s ability School at the Center Project and the Annen- nates local study circles or education round- to support the school district was threatened berg Rural Challenge. Wakefield has imple- tables on educational issues throughout New by the growing number of residents without mented community-based education focused Hampshire. Groups of people from through- school-age children, including a large number on science, entrepreneurship, housing, tech- out the community typically meet for two of senior citizens. School administrators nology, humanities, and journalism. The hours once a week for four successive weeks. worked diligently to include all community community-based education, with the full members, particularly senior citizens, in the and active participation of teachers, aims to planning and operation of the public schools. help students understand their place in the New Jersey Today the district enjoys broad community community and their role in its revitalization. support, intergenerational service work, and Education Law Center active participation by the community in Steve Block school issues. New Hampshire 155 Washington Street, Room 209 Newark, NJ 07102-3106 Mount Washington Valley Education 201 624-1815, ext. 18 Nebraska Roundtables Formed twenty-three years ago, the Education Gail Marrone Florence Elementary School Law Center is a school-finance reform group P.O. Box 444 that focuses on litigation. The Center’s Parent Janet Pinaire, Principal Tamworth, NH 03886 Representation Project takes calls from par- 7902 N 36 Street 603 323-8841 ents, identifies their problems in schools, and Omaha, NE 68112 During the fall of 1997, ninety-six people works to improve those areas of concern. 402 457-5818 from Mount Washington Valley participated [email protected] in seven education roundtables sponsored by Hackensack Cares http://www.FlorenceSchool.ops.org the Public Conversations Project, to address Rachele Ackerman Florence Elementary School, located in the the question, “Is our current educational sys- Hackensack Public Schools northeast section of Omaha, strives to tem working or not working for all members 355 State Street enhance the learning of children by tapping of the Mt. Washington Valley community?” Hackensack, NJ 07601 into a wide variety of business and community Low morale and the concern of members of 201 648-7821 resources. Florence believes that when stu- the nine towns that send students to Kennett Hackensack Cares works to meet the needs dents and members of the community set High School in Conway about their voice in of the mostly Latino population that it serves. goals, work on projects, and celebrate their their children’s education provided the impe- Staff and volunteers work with families dur- accomplishments together, students achieve tus for these roundtables. After the seven ing home visits to help build relationships. at higher levels and a stronger sense of com- roundtables had met four times each, the par- Their work centers on bilingual education munity is evident. Students also helped to ticipants assembled together at a community and helping parents to become more involved design a mural that was painted on the side of forum to summarize their discussions and to in their children’s education. a local building representing Florence’s history. offer recommendations. The school has recently initiated a local dia- Paterson Education Fund logue on civility between school, religious, Orford Education Roundtables Irene Sterling and community leaders. Douglas Tifft 22 Mill Street, 3rd Floor RR #1, Box 151 Paterson, NJ 07501 The School at the Center Project Orford, NH 03777 973 881-8914 Jerry Hoffman, Coordinator 603 643-7100, ext. 245 [email protected] 118 Henzlik – unl [email protected] P.O. Box 880355 Paterson was the site of the second state Civic leaders in Orford initiated education y. Lincoln, NE 68588 takeover of a school district in the countr roundtables, with the assistance of the Public ved as the impetus for much 402 472-6395 This takeover ser Conversations Project, to discuss how to [email protected] of the Paterson Education Fund’s (pef) and improve the fiscal viability of the town’s high the district’s engagement work, as the com- The School at the Center Project developed school, which could no longer be supported munity came to be seen as a vital contributor in response to the farm crisis in Nebraska in by the town’s tax base. From these discus- to school improvement. One of the most the 1980s, seeking to renew the connection sions emerged a commitment on the part of visible parent and community involvement between schools and the community. Com- the community to enter into a partnership with projects is a collaboration with the Right munities are seen as learning laboratories. nearby Fairlee, Vermont, to share resources Question Project in which parents learn how Many schools have focused on technology, and offer both communities’ students better to monitor, support, and advocate for better heritage, and community development. The educational opportunities. schools. The pef’s Family Friendly Computer program believes that students need responsi- Program last year loaned 900 computers to bility, an identity, and purpose. Community public school families. The Kids Voting – and students work together to decide what New Jersey project enabled 23,000 Paterson they want to promote about the community. students last year to cast their votes on the same issues that adults did.

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Plainfield Public Schools The Writers’ Room (Montclair) Industrial Areas Foundation/ Larry Leverett, Superintendent Sheila Crowell, Founder and Director Metro New York City 504 Madison Avenue Ellen Kolba, Founder and Director Jim Drake Plainfield, NJ 07060 The Writing Centers of Montclair Westsiders Together 908 753-3155 Public Schools 165 West 65th Street [email protected] 346 Park Street New York, NY 10024 As part of a strategic planning process, more Montclair, NJ 07043-2234 212 875-9345 than 200 people participated in the produc- 973 746-7328 The Industrial Areas Foundation (iaf) has tion of the “Community Planning Task Force The Writers’ Room program has trained been deeply involved in the development of Report” in 1996. The school district subse- nearly a hundred volunteers from the com- the South Bronx over the past twelve years. quently incorporated many of the community’s munity and from Montclair State University Parents and community members helped to suggestions into its plan. Leadership, Innova- to work with students in the classroom to design and create a new school called the tion, and Change Councils were created at help them improve their writing skills. Bronx Leadership Academy. iaf helped to each school as a site-based management team organize several thousand people to confront that includes parents and community members. the school board to ensure the approval of New York this new school. The Academy, thanks to its Randall Carter Elementary School small size and acceptance of shared gover- (Wayne Township Public Schools) Campaign for Fiscal Equity, Inc. nance with parents, has seen graduation rates Linda Dubsky, Former Principal Michael Rebell, Executive Director rise and more and more graduates going on 15 South Baynard Lane and Counsel to college. Mahwah, NJ 07430 6 East 43rd Street 201 934-1896 Mothers On the Move (MOM) New York, NY 10017 [email protected] 212 867-8455 Lucretia Jones, Chairperson, Board of Directors When a new principal arrived at Randall Founded in 1993 as a coalition of major 1991, she imme- 928 Intervale Avenue Carter Elementary School in educational and parent advocate groups, diately began work to develop school/business Bronx, NY 10459 community school boards, and citizens, the partnerships under a directive from the dis- 718 842-2224 Campaign for Fiscal Equity filed a lawsuit on trict. Working with students, teachers, parents, [email protected] school funding that was brought before the mom began in 1992 as the Parent Organizing and community members, the school initiated state. That lawsuit seeks to ensure that all and Education Project of the Bronx Education a school-beautification project that planted students in New York have access to a “sound, Services (bes). A group of mothers looked up trees and shrubbery, developed a mile and a basic education.” cfe has committed itself to half nature trail, and constructed a nature building broad public support – through a the reading scores at their children’s schools study center. While located at Randall Carter, multiyear series of statewide regional forums and were shocked at the low achievement lev- the nature trail and center are used not only and events in New York City – for a remedy els. They started to organize, meet, and talk 1994, by each of the district’s schools but also by that can be presented to the legislature if the with other parents. Incorporated in mom organizes parents to fight for their chil- the community. Parents, educators, and com- state Court of Appeals rules in favor of the dren, for greater funding and resource equity, munity members, including one of the school’s lawsuit. business partners, have also been actively and for improved student achievement. involved on site-based planning committees. Highbridge Community Life Center Membership now includes over 700 moms Brother Edward Phelan, Executive Director (and some dads). Woodstown-Pilesgrove Regional School District 979 Ogden Avenue Multicultural Music Group, Inc. Dr. Claude W. McAllister, Superintendent Bronx, NY 10452 135 East Avenue 718 681-2222 Luis Mojica, Executive Director Woodstown, NJ 08908 114 Briggs Avenue 609 769-1664 The Highbridge Community Life Center Yonkers, NY 10701 [email protected] opened in 1979 in response to the mass exo- 914 375-4096 dus of families from the community. A hand- ch oup of ten school board oup, Inc. ( g In Mar 1997, a gr ful of women began to canvas the neighbor- The Multicultural Music Gr mm ), ofit organization created to pro- members, parents, and administrators attended hood, asking residents how they could help, is a nonpr a Parents as Partners workshop sponsored which led to a small referral service. Since mote multicultural music instruction as a tool by the New Jersey School Boards Association. then, the Center has offered adult education to achieve global understanding, cultural Soon after, an engagement process was classes and after-school programs for chil- awareness, and academic improvement. Parents launched with educators, parents, and com- dren, including mentoring. After a strategic and community members share experiences munity members with the intent of increasing planning process in 1990, the Center decided related to their cultural heritage to enhance student achievement. More than one hundred to sponsor a vista program, and currently lessons. mmg’s teacher-training program community members began work on five there are twenty-four vista and Americorp provides professional development in multi- ess issues such as parent tists of different committees to addr volunteers on the staff. The Center’s Futures cultural music education. Ar cultures in residence work with educators resources, communications, and school cli- Workshops bring families on a day-long in school districts to enhance their music mate. Two policies – on parent participation retreat to talk about their vision of the ged from these programs. and volunteers – that emer Highbridge community. committees were subsequently approved by the school board and will be implemented beginning in January 1998.

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Public Agenda Latin American Resource Center (LARC) Public School Forum of North Carolina Deborah Wadsworth, Executive Director Aura Camacho Maas, Founder and John Dornan, President, Executive Director Will Friedman, Director of Public Executive Director 3739 National Drive, Suite 210 Engagement P.O. Box 31871 Raleigh, NC 27612 6 East 39th Street Raleigh, NC 27622-1871 919 781-6833 New York, NY 10016 919 870-5272 http://www.ncforum.org 212 686-6610 [email protected] The Public School Forum was founded in [email protected] The Latin American Resource Center (larc) 1985 in direct response to A Nation at Risk. http://www.publicagenda.org/index.html works with local schools, their students, and The Forum’s sixty-person board is evenly Founded in 1975 by social scientist and author community members to impact history and divided among business leaders, elected Daniel Yankelovich and former Secretary of other curricula and increase students’ under- officials, and educators. Its mission is to con- State Cyrus Vance, Public Agenda works to standing of Latin American cultures. larc’s tribute to creating a school system in North help average citizens better understand criti- Dialogo program provides teacher training, Carolina that is second to none. The Forum cal policy issues and to help the nation’s lead- piloted workshops, lesson plans and materials, seeks to build consensus around the goals of ers better understand the public’s point of and a traveling art exhibit to help educators school improvement and an accompanying view. Public Agenda’s in-depth research on infuse their classrooms with new knowledge common vision that extends from the com- how citizens think about policy forms the about Latin American countries and people. munity level to the public policy arena of the basis for extensive citizen education work. state. The Forum is also launching the North Carolina Center for Creative Retirement Institute for Educational Policymakers to The Selborne Project Carolyn Williams, School Volunteer build the capacity and vision of educational Mark Baldwin, Project Coordinator Program Director policymakers and the reporters and writers Roger Tory Peterson Institute University of North Carolina at Asheville who cover them. 311 Curtis Street One University Heights Jamestown, NY 14701 Asheville, NC 28804 Transylvania Dispute Settlement Center 716 665-2473 704 251-6140 John A. Fenner [email protected] The North Carolina Center for Creative P.O. Box 1205 http://www.rtpi.org/selborne.html Retirement, an institute of the University of 500 North Broad Street The Selborne Project is a curricular project North Carolina at Asheville, provides pro- Brevard, NC 28712 of the Roger Tory Peterson Institute, a grams in community leadership, volun- 704 877-3815 national, nonprofit organization. The Selborne teerism, peer learning and teaching, health During the fall of 1996, the Transylvania Project’s goal is to instill the love of nature promotion, intergenerational education, and Dispute Settlement Center initiated a com- and the revitalization of communities through retirement planning. In November 1996, the munitywide discussion, using the study-circles a curriculum that allows children to learn Center facilitated a pilot study-circles pro- model, on a variety of educational issues. The about the natural and human ecology of the gram at Asheville Middle School. Those study goal was to provide a vision of excellence in area around the school. Teachers receive circles, which included thirty-one community public education. The Center trained facilita- in-service preparation, and parents and com- members, aimed to improve communication tion and discussion leaders. Discussions began munity members welcome students to their in the schools and to clarify the points where on a pilot basis with three groups of fifteen workplaces and in turn accompany them to people wanted to take action. people and then expanded to communitywide classes during their learning. groups with nearly one hundred people in North Carolina Education and Law Project eight groups. Greg Malhoit P.O. Box 27343 North Carolina Raleigh, NC 27610 Ohio Center for Creative Leadership 919 856-2150 Kathleen M. Holmes-Ponder, Director, The North Carolina Education and Law Cincinnati Public Schools Learning Systems Applications Project emerged from meetings in 1991 Monica Solomon, Communications Director One Leadership Place between a group of forty leaders who came P.O. Box 5381 Post Office Box 26300 together to examine the need for a legal Cincinnati, OH 45201-5381 Greensboro, NC 27436-6300 advocacy project. The Project provides par- 513 475-7023 910 288-7210 ents with forty hours of instruction as part Following a series of failed levies in 1990, the [email protected] of a parent-empowerment training program Cincinnati Public Schools adopted a commu- http://www.ccl.org that focuses on educational policy and leader- nications strategy to build support for the The Center for Creative Leadership (ccl) is ship development. The Project also does schools among key community stakeholders. an international, nonprofit educational insti- research and publishes reports and studies. The district worked with Public Agenda and tution founded in 1970. ccl focuses on at the same time began a partnership with the expanding the interpersonal skill sets of edu- New American Schools and the Education cational leaders through a process of personal Commission of the States to build a strategic assessment, feedback, and coaching. communications plan. A key component was building capacity at the local school level. The district has also worked to provide clearer, more easily understood information on stan- dards and assessments to the community.

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Citizen’s League of Lorain County Medina Public Schools Olmstead Falls School District Lisa Stofan, Executive Director Charles Irish, Superintendent Robert Kreiner, Superintendent P.O. Box 243 120 West Washington P.O. Box 38010 1875 North Ridge Road East, Suite B Medina, OH 44256 Olmstead Falls, OH 44138 Lorain, OH 44055 330 725-9201 216 235-7979 216 240-1980 When a conflict arose in Medina over a School districts in Ohio are continually The Citizen’s League publishes voter guides picture of Jesus displayed in an elementary required to go back to their constituents to and hosts forums to help citizens better school, school district officials used the ask for levy approval to finance school understand local candidates. The work of the opportunity to engage a broad range of school improvement projects. Olmstead Falls engaged Citizen’s League in education this year has and community participants in a series of citizens as part of a process to garner support focused on leading a series of study circles community forums. The school district has for a levy to build classrooms and increase around a range of educational issues, following continued to use engagement strategies to the operating budget. The district has con- a successful study-circles program on race. develop a strategic plan and to decide whether tinued to work with a core group of thirty- to build a new high school. to-forty community members. Defiance City Schools/Defiance 2000 Ian MacGregor, Assistant Superintendent The Mohican Institute Reaching Heights 629 Arabella Street William G. O’Callaghan, Jr. Susie Kaeser Defiance, OH 43512 William G. O’Callaghan Associates 3130 Mayfield Road, Suite E-239 419 782-0070 1201 Virginia Avenue Cleveland Heights, OH 44118 Defiance 2000 was a collaboration between Lakewood, OH 444107 216 932-5110 the Defiance and Ayersville schools to estab- 216 227-0236 Reaching Heights is a small, community- lish and work toward a set of goals based on [email protected] based organization founded in 1989. A dia- the national Goals 2000 plan. The Defiance The Mohican Institute began as a group of logue, “Public Schools for the 21st Century,” 2000 Committee comprised local education, thirty Ohio superintendents who met to dis- based on the study-circles model, convened civic, and business leaders. Six goals were cuss ways in which schools and communities community members around increasing com- originally chosen; a seventh – to increase par- could work differently in the future. The munity involvement and collaboration with ent involvement in schools – was added later. Institute was eventually incorporated in order educators and redesigning schools. Programs that have grown out of this work to help other school districts in Ohio work include three neighborhood learning centers, with their publics. SchoolMatch a social group that organizes family activities Jeffrey Glaze, Manager for at the middle school level, and a growing Ohio’s BEST – Building Excellent Schools for Consulting Services mentoring program. Today and the 21st Century Blendonview Office Park Donald S. Van Meter 5027 Pine Creek Drive Harmony Empowerment Center Jack Johnson Westerville, OH 43081-4849 David Nordyke 68 North High Street, 4th Floor 614 890-1573 1730 Section Road Columbus, OH 43215 [email protected] P.O. Box 37763 614 469-1200 http://schoolmatch.com Cincinnati, OH 45222 Ohio’s best is a public education and SchoolMatch started in 1986 to help provide 513 761-9700 awareness campaign of the Ohio Education relocating families with information on The Harmony Empowerment Center is a Improvement Consortium, Inc., a statewide schools. They maintain a national database consumer-oriented education group that pro- alliance committed to improving educational of information on every public school and vides information and helps parents to get opportunities and results for all Ohio each accredited private school in the country. what is best for their children. The Center school children. One program, Ohio’s best SchoolMatch has also completed over 650 helps parents and citizens access information, Practices, identifies and showcases exemplary audits of school systems to date. formulate questions, and take action for their practices across the state. children. Wauseon Exempted Village Schools Olivehill Accelerated School Neil Weber, Superintendent The Kettering Foundation Roger Evans, Principal 120 East Chestnut Street David Mathews, President 1250 Olive Road Wauseon, OH 43567 200 Commons Road Dayton, OH 45426 419 335-6616 Dayton, OH 45459-2799 513 854-0761 A boom in the projected growth of the stu- 513 434-7300 During meetings in church basements three dent population prompted district officials to 800 221-3657 years ago, the Olivehill Accelerated School convene an engagement process to build http://www.kettering.org launched its school reform efforts by devel- support for a $7.2-million bond issue to con- The Kettering Foundation is a nonprofit oping a vision for its dream school. Now in struct a new school. Administrators began research institution, dedicated to improving the third year of the process, a team of teach- meeting in 1995 to discuss their options to the practice of democratic politics. It works ers, the principal, two parents, and two stu- accommodate the growth. Meetings with par- in the U.S. and in emerging democracies dents meet every other week. That team ents were scheduled, and a committee perused throughout the world for the development of reviews reports from four operational-change voting lists to find potential supporters. A healthy civil societies, communities able to groups, made up of people from within the communitywide “state of the schools” meet- manage their own public business effectively, school, that look at curriculum and instruc- ing drew more than 550 people. The bond and a public voice that clearly expresses the tion, parent and community involvement, issue was subsequently passed with 63 per- political will of the people. It also conducts physical plan and school safety, and school cent of the vote. research, which is used to craft “tools,” study discipline and climate. guides, community workbooks, and other exercises that help a public act effectively and responsively on its problems.

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West Holmes Consolidated Schools Asian Americans United Communities in Schools Dean Wurtzler, Former Superintendent Ellen Somekawa, Executive Director Martin Nock, Executive Director P.O. Box 897 801 Arch Street jfk Center, Room 450 Kilbuck, OH 44637 Philadelphia, PA 19107 734 Schuylkill Avenue 330 722-4513 215 925-1538 Philadelphia, PA 19146 Faced with serious overcrowding in their Asian Americans United (aau) formed in 215 875-3171 schools, administrators and principals went 1985 when small groups of like-minded indi- Ten years old and chartered by the Philadelphia to teachers and parents to discuss the problem viduals came together to build a broad base school district, Communities in Schools (cis) and to begin to build support for a major to support Asian American communities in is a stay-in-school, drop-out prevention pro- bond issue. A committee of school and com- Philadelphia. In 1986, aau began a pilot gram aimed at at-risk youth. cis, which is munity members formed to devise alternate summer program to provide an alternate edu- housed in seventeen high schools, including plans to build a new high school and eleven cation to Southeast Asian children in West nine Small Learning Communities, works to new classrooms at the elementary level or to Philadelphia and to train youth and organize help at-risk youth graduate and find employ- commit to a year-round scheduling plan with parents. aau’s goal is to get more parents ment. cis develops curricula, such as health split-sessions. These plans were presented involved in the education of their children by management, that are career-skills oriented. to 300 community members at a “state of the providing them with information and orga- schools” meeting, and the Board decided to nizing them around issues such as the creation Eastside Alliance place a $16.8-million bond issue on the bal- of English as a Second Language programs Jennifer O’Donnell, Project Coordinator lot. That bond issue eventually passed with and ensuring bilingual staff in schools. RD 44808 Liberty Avenue 58 percent of the vote. Pittsburgh, PA 15224 Central Elementary School 412 621-0644 Christopher Yeager, Principal Eastside Alliance is a parent-advocacy initia- 829 Turner Street Oregon tive based on the Alliance Organizing Project Allentown, PA 18102 in Philadelphia. The goal of Eastside Alliance Northwest Regional Educational Laboratory 610 820-2123 is to assemble an organized group of parents Robert E. Blum To solve an overcrowding problem, the dis- who are focused on student achievement. 101 S.W. Main, Suite 500 trict in March 1996 selected Central Elemen- Mon Valley Education Consortium Portland, OR 97204-3297 tary School to pilot year-round schooling. [email protected] As part of a three-year study and planning Linda Croushore, Co-Executive Director http://www.nwrel.org process, the district reached out to community Carmen Sarnicola, Co-Executive Director 336 Shaw Avenue The mission of the Northwest Regional members, businesses, and day-care providers. The school also contacted parents through McKeesport, PA 15132-2917 Educational Laboratory (nwrel) is to 412 678-9215 improve educational results for children, invitations, phone calls, and surveys to inform them about the new program. Early indica- [email protected] youth, and adults by providing research and http://www.mvec.org development assistance in delivering equi- tors of success are a higher daily attendance table, high-quality educational programs. level, a focus on positive discipline, and a Founded in 1987, the Mon Valley Education nwrel provides research and development stronger relationship with the community. Consortium (mvec) is a member of the Public Education Network and is dedicated assistance to education, government, commu- Children Achieving Challenge to achieving high-quality public education for nity agencies, business, and labor. nwrel’s Vicki Phillips, Executive Director primary service area is the Northwest states every child. mvec works in twenty-five 1818 Market Street, Suite 3510 school districts and their constituent commu- of Alaska, Idaho, Montana, Oregon, and Philadelphia, PA 19103 Washington. nities in southwestern Pennsylvania to restore 215 575-2200 and build public confidence in the schools http://www.philsch.k12.pa.us and to create strong linkages between the The Children Achieving Challenge is a community and the schools. During the Pennsylvania public-private partnership, created with a 1995–96 school year, mvec brought together Alliance Organizing Project $50-million grant from the Annenberg Foun- educators and the public in those communi- dation, to support Philadelphia’s school ties where the Consortium works in a Gary Rodwell improvement plan. Public engagement is one Community Summit to address concerns in 152 West Lehigh Avenue component of the Philadelphia Public their schools and communities. Philadelphia, PA 19133 Schools’ ten-part Children Achieving plan. 215 739-5702 The Challenge has promoted the develop- Founded in 1995, the Alliance Organizing ment of school councils to enable parents to Project (aop) educates and funds professional take part in site-based management. Recently, community organizers to train parents to parents, teachers, and community members be able to hold all parts of the community participated in a process to craft districtwide accountable for maintaining and improving a content standards. quality public education system. aop believes that parent and community organizing is the key component to creating and sustaining deep parental involvement in schools.

78 reasons for hope, voices for change

Parents Union for Public Schools Tiogue Elementary School Elm Valley School District Sarah Gilliam Barbara Werchadlo, Principal Cindy Rall 311 S. Juniper Street, Suite 602 170 Shore Drive P.O. Box 6 Philadelphia, PA 19107 Coventry, RI 02816 Barnard, SD 57426-0006 215 546-1166 401 822-9460 605 329-2145 [email protected] After members of the steering committee [email protected] Parents Union for Public Schools (pups) is attended an informational meeting with the Educators in the Elm Valley School District, a citywide, multiracial parents’ group formed Foundation for Excellent Schools, the Tiogue which is part of the Annenberg Rural in 1972 to serve as an informational resource Elementary School formed a core team of the Challenge, are developing a community- for parents. They maintain a comprehensive principal, three teachers, and two parents to visioning process to engage community library of fiscal and organizational informa- begin a goal-setting process. The three goals members around the strengths and weaknesses tion, such as test scores and attendance rates, that the team established were to achieve 100 of their schools. A variety of ideas, including on each of the 257 schools in the Philadelphia percent family involvement, to initiate a town the renovation of classrooms and addressing public school system. pups’ goal is to provide beautification project, and to have each grade housing and elderly needs, emerged from parents with meaningful and adequate infor- level take on a service-learning project. conversations to improve the schools and the mation to be able to have direct conversa- towns in the district. Students have been tions with school officials. active participants in looking at changes to parts of the curriculum. Pennsylvania School Reform Network South Carolina Timothy Potts, Director Charleston County School District Howard School District 317 North Front Street Meg Howle Jim Lentz, Principal Harrisburg, PA 17101 Howard High School 75 Calhoun Street 717 238 P.O. Box E -7171 Charleston, SC 29401 [email protected] 803 937-6302 Howard, SD 57349-0210 The Pennsylvania School Reform Network 605 772-5515 With a task force of community representa- [email protected] (psrn) is an independent, nonpartisan orga- tives, Charleston created elected, widely rep- nization that works to build public engage- resentative school governance councils for The Howard, South Dakota, district, which ment in school reform in Pennsylvania. psrn is part of the Annenberg Rural Challenge, every school, which are in charge of staff and works to inform and engage Network mem- principal selection and budget and curricu- has focused on four ideas: place, demograph- bers with respect to legislative, regulatory, ics, sustainability, and social justice. Students lum decisions. The district also is reaching and other initiatives at the state level that at Howard High School developed a cash- out more to the local business community, have an impact on students’ rights and the African American civic and church leaders, flow project that, after examining how much quality of education they receive. and parents. revenues would increase if residents spent more money in their county, led to a 27 per- cent increase in revenues the following year. Rhode Island Howard High School has also opened a Rural South Dakota Resource Center that serves as a hub for community activities and interaction. Directed Providence Blueprint for Education (PROBE) Belle Fourche School District readings by students, parents, and community Edward D. Eddy, Chair John Swanson members have also sparked conversations on Daniel D. Challener, Director 1113 National Street the future needs of the area. 15 Westminster Street, Suite 824 Belle Fourche, SD 57717-1900 Providence, RI 02903 605 892-2138 Pollock School District 401 454-1056 [email protected] John LaFave [email protected] P.O. Box [email protected] The roughly 1,450 students in the Belle 207 Fourche School District, which is part of the Pollock, SD 57648-0207 The Providence Blueprint for Education Annenberg Rural Challenge, use the commu- 605 889-2831 (probe) began in the early 1990s with a two- nity as a focus of study. At each grade level, [email protected] year study of the Providence public schools. students research and write on the cultural Thirty-nine recommendations emerged Students in Pollock, a small town of 400 and historical components of the community. from the report. probe is an independent people and part of the Annenberg Rural High school students who take a popular his- community-advocacy group whose mission is Challenge, have spearheaded an effort to toriography course research and interview to try to get those recommendations adopted, address a shortage of housing and a disconnect local elderly citizens and write stories on with senior citizens. After the school devel- including changes in the teachers’ contract their lives and experiences. The final docu- oped a Life Skills curriculum, students and establishment of parent centers in schools. ments prepared by students are archived and probe is developing a public accountability worked to refurbish a mobile home as assisted made available for use by other students, esidents. The creation of project to allow six schools initially (on a vol- housing for elderly r members of the community, and local histori- untary basis) to prepare school report cards a community center adjacent to the school ans. Sixth-graders study the local govern- that contain qualitative and quantitative will also enable school and community ment, infrastructure, and economy to create esources and information; the program is to expand in members to access a variety of r mock towns. These projects are assessed, not 1998 to twelve schools. programs. by teachers, but by parents, civic, and busi- ness leaders, and community members.

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Program for Rural School Partners for Academic Excellence, Inc. (PACE) Industrial Areas Foundation and Community Renewal Anne Hall, Executive Director Carrie Loughlin Mike Johnson, Director P.O. Box 4212 Texas Interfaith Education Fund Box 507, Wenona Hall 219 Chattanooga, TN 37405 1106 Clayton Lane, Suite 120W South Dakota State University 423 886-9849 Austin, TX 78723 Brookings, SD 57005-0095 [email protected] 512 459-6551 605 688-4198 Founded in 1986, pace is a nonprofit organi- Founded in the 1940s, the Industrial Areas [email protected] zation whose mission is to generate and Foundation (iaf) is a national network of The Program for Rural School and facilitate parental and community involvement more than forty umbrella groups of organiza- Community Renewal was started at South in the public schools of Chattanooga and tions that work to improve the quality of life Dakota State University. It is part of the Hamilton counties. in disadvantaged communities. The Alliance Annenberg Rural Challenge and works with Schools Project, established in 1992 as an eighteen communities. Schools use the com- Public Education Fund outgrowth of iaf’s work, aims to increase munity as a focus of study. Educators, stu- Steve Prighozy, Executive Director parent and community involvement in schools. dents, parents, and community members, as 100 East 10th Street, Suite 500 Alliance Schools focus on fostering and part of a six-to-ten-person core team, ask Chattanooga, TN 37402 building parental leadership, making student themselves questions such as “Why are the 423 265-9403 achievement the top goal of school restruc- schools there?” and “What should kids The Public Education Fund (pef) helped turing, and building community relationships know?” Students are involved in decision the Chattanooga Public Schools gather sup- around education reform. making. port for a referendum to merge the city Intercultural Development schools with the surrounding Hamilton Shannon County School District Research Association County school system. The pef undertook a Terry Albers get-out-the-vote campaign, emphasizing the Aurelio Montemayor P.O. Box 109 need for high standards for students. After 5835 Callaghan Road, Suite 350 Batesland, SD 57716-0109 city voters overwhelmingly voted to merge, San Antonio, TX 78228-1190 605 288-1921 the pef helped to craft a new plan for the 210 684-8180 The past two U.S. census reports have iden- merged district. Through community hear- [email protected] tified Shannon County, home to the Pine ings, surveys, 120 town meetings, and a http://www.idra.org Ridge Indian Reservation and the small com- media campaign, 35,000 people were Founded in 1973, the Intercultural Develop- munity of Batesland, as the poorest county in involved in the process. ment and Research Association (idra) is an the country. With funding from the National independent, nonprofit advocacy organiza- Academy of Sciences and the Annenberg tion dedicated to improving educational Rural Challenge, the district has provided Texas opportunity. idra conducts research and computers and training throughout the development activities; creates, implements, school. The school, managed by a leadership Hispanic Education Committee and administers innovative education pro- team, has opened up by implementing Sister Bernadine Reyes grams; and provides teacher, administrator, school-based management and making the 216 W. Highland Boulevard and parent training and technical assistance. community an integral part of its activities. Boerne, TX 78006 Just for the Kids 830 816-8470 Brad Duggan, Executive Director A group of parents in Boerne formed the 301 Congress Avenue, Suite 375 Tennessee Hispanic Education Committee to address Austin, TX 78701 the plight of Hispanic students. In 1992, for Betty Phillips Center for Parenthood Education 800 762-4645 instance, while 73 percent of white students 512 320-4150 Jerold P. Bauch, Director in the tenth grade took and passed all three jftk Box 81 @just4kids.org of the state’s exit exams, only 22 percent of http://www.just4kids.org Peabody College of Vanderbilt University Hispanic students did. Listening to the Nashville, TN 37203 Committee’s concerns, the School Board sub- Founded in 1995, Just for the Kids (jftk) is a ofit, nonpartisan organization that edu- 615 322-8080 sequently incorporated a goal in its 1994 and nonpr [email protected] 1995 annual plans to work with parents and cates, engages, and energizes individuals in The Betty Phillips Center for Parenthood community members to narrow this achieve- every community in Texas to provide the Education is a research, development, and ment gap. Since then, the gap has been opportunity for all children to maximize their training center of Peabody College at reduced, and both groups are performing at potential in the public school system. jftk’s Vanderbilt University. The Bridge Project, higher levels. In 1997, 55 percent of Hispanic Community Engagement Chapters brings together parents, educators, and business and developed in 1994, is a national effort with students and 87 percent of white students in the American Business Collaboration for the tenth grade took and passed the exams. community leaders to set clear and measur- Quality Dependent Care to improve and able goals, to use student achievement data to expand involvement in the schools. Families evaluate where a community stands relative receive vital information, through voice- to the goals, and to form partnerships to hold oles to messaging technology, from school each day all stakeholders accountable for their r so they can provide a supportive environment reach these goals and to sustain improve- for their children. During the 1995–96 ments over time. school year, more than a hundred schools in eleven school districts qualified as the first Bridge Project schools.

80 reasons for hope, voices for change

Sam Houston Elementary School Foundation for Excellent Schools National Association of Partners in Education, (Lower Rio Grande Valley) Rick Dalton, President Inc. (NAPE) Connie Maheshwari, Principal RD 4, Box 480 Sara Melnick, Director of Development 2000 North 23rd Middlebury, VT 05753 901 N. Pitt Street, Suite 320 McAllen, TX 78501 802 462-3170 Alexandria, VA 22314 210 971-4484 [email protected] 703 836-4880 Shortly after becoming a member of the http://www.fesnet.org [email protected] Industrial Areas Foundation’s Alliance School Founded in 1991, the Foundation for http://www.napehq.org Project about three years ago, teachers and Excellent Schools (fes) is a nonprofit organi- Formed in 1988, nape provides leadership staff from Sam Houston Elementary School zation dedicated to improving the quality of in the growth and formation of educational began to visit parents’ homes. They soon American public education (K–12). fes partnerships between businesses, schools, and learned that safety was a major concern, along sponsors programs designed to increase the the community to ensure success for all stu- with a desire to see cleaner alleys around the opportunities and improve the academic per- dents. nape’s Ambassadors for Education school building. The school worked with the formance of all students by bringing together program aims to raise the level of awareness local police to assign two more police officers educators, students, parents, and the local around education. nape trains people at the to the area outside of the school, and with business community. national level who, in turn, train “ambassadors” parents who now have cleaned up and moni- in their state and locality to get involved with tor the school’s alleys. These new relation- schools and the issues facing them. ships with parents have led to the develop- Virginia ment of a contract of expectations signed by teachers, parents, and students and to the Gloucester Department of Community Education Washington creation of report-card nights where parents Christi Lewis, Director of visit the school every six weeks. Community Education Alliance for Education Gloucester County Government Joel Groen Zavala Elementary School P.O. Box 1306 500 Union Street, Suite 320 Loretta Caro, Principal Gloucester, VA 23601 Seattle, WA 98101-2332 310 Robert Martinez Jr. Street 804 693-5730 206 343-0449 Austin, TX 78702-4536 The Department of Community Education, [email protected] 512 414-2318 http://www.alliance4ed.org http://www.austin.isd.tenet.edu/schools/elem/ founded in 1976, coordinates school pro- zavala.html grams that are geared toward involving the Formed in 1995, the Alliance for Education community in schools. The Department works in partnership with the Seattle Public In 1990, Zavala initiated a partnership with coordinates volunteer activities and partner- Schools to ensure that the district has the the Industrial Areas Foundation (iaf) to ships for civic associations, individuals, and essential resources and leadership to prepare build and strengthen relationships with the businesses. In addition, the Department Seattle students for success in postsecondary community. The school began to restructure directs after-school enrichment programs and education and the world of work. itself by organizing teachers to begin a publishes newsletters for all of the schools. visioning process, mainstreaming all students, Cascade Consortium and introducing a gifted reading program. Knowledge Network Tom Reese, Superintendent Zavala’s focus has always been to improve Dr. Kent Lloyd, Chairman and President Lake Chelan School District #129 student achievement which, along with Dr. Diane Ramsey, Vice President P.O. Box 369 increased student attendance, has soared to 1511 Lincoln Way, Suite 304 Chelan, WA 98816 where 93 percent of fourth-graders now pass McLean, VA 22102 509 682-3515 the state’s writing-proficiency test. 703 356-5009 [email protected] In the spring of 1997, the Knowledge Network The Cascade Consortium is a partnership published a resource book, Reclaiming Our between five Washington rural school districts. Vermont Nation At Risk: Lessons Learned for Reforming Its goal is to examine ways that the districts Our Elementary Schools, to kick off a nationwide can work together, expand collaborative First Day Foundation public engagement campaign. The informa- opportunities, and share resources. Terry Elrich tion, strategies and models of successful P.O. Box 10 reform contained in the book were drawn Methow Valley School District Bennington, VT 05201 from interviews with forty-four nationally Suellen White, Superintendent 802 447-9625 recognized school reformers and educational Box 126 http://www.firstday.org leaders. The idea for this guide came from an Twisp, WA 98856 Nearly 1,200 parents and “parent equiva- April 1995 summit, sponsored by the Network, 509 996-9205 lents” in five Vermont towns kicked off the with 150 educational, political, business, Methow Valley School District, with 800 stu- 1997–98 school year by visiting eleven parent, and community leaders. dents, strives to engage the public by increas- schools. Participating schools have the flexi- ing student involvement in the community, bility to design their own programs to wel- providing adult role models and mentors, come parents, discuss the upcoming school strengthening the relationship between the year, and to help parents understand the inte- schools and the community, and emphasizing gral role they can play in their children’s aca- that students can build a successful life and demic success. One hundred twenty-four area career by staying locally upon graduation. businesses signed onto this partnership by The district’s Methow Valley As a Classroom pledging to give their employees time off to program enables every high school student to visit their children’s schools. take part in an apprenticeship program half a week for each of fifteen weeks.

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Parent Organizing Project Seattle Young People’s Project West Virginia Local Education Fund Joe Chrastil, Lead Organizer Laura Timme Emily Papadopoulos, Director Joe Gaffney-Brown, School Community 1265 South Main Street, #310 P.O. Box 3071 Organizer Seattle, WA 98144 Charleston, WV 25331-3071 1526 E. 11th Avenue 206 860-9606 304 342-7850 Spokane, WA 99202 Seattle Young People’s Project is a youth- Started in 1983 by state business, civic, and 509 532-1688 empowerment organization made up of 620 educational leaders, the West Virginia Local [email protected] members, all under nineteen-years-old. Its Education Fund is a catalyst for business The Parent Organizing Project (pop) has mission is to provide youth with a chance to and community involvement, leading to helped to create and sustain site councils in speak out on issues that affect them and to enhanced educational opportunities and stu- seventeen schools in eastern Washington. work toward positive social change in their dent achievement. The Education Fund has pop works to engage parents in conversations schools and communities. three primary goals: to provide grants and about public education. Parent organizing awards to schools for innovation and recogni- within each school is initiated by a team of Wenatchee School District #246 tion of achievement; to foster community the principal, three-to-four teachers, and John W. Gordon, Superintendent and business involvement in schools; and to six-to-ten parents. pop provides training to 235 Sunset Avenue provide research for policy makers. members of site councils and to members P.O. Box 1767 of the school’s organizing team. Wenatchee, WA 98807-1767 509 663-8161 Wisconsin Partnership for Learning [email protected] William Porter, Executive Director Following the buy-out of the former superin- Arts in Community Education Washington Mutual Bank tendent’s contract and a failed bond levy dur- Mary Wayne Fritzsche, 1201 3rd Avenue, 12th Floor ing the 1995–96 school year, the new super- Director of Education and Outreach 98161-1007 Seattle, WA intendent initiated community forums to dia- Milwaukee Symphony Orchestra 206 625-9655 logue about the school district. Three hun- 330 East Kilbourn Avenue, Suite 900 pfl@eskimo.com dred twenty people took part in five public Milwaukee, WI 53202 After the Washington school improvement forums. This outreach to the community led 414 291-6010, ext. 265 act passed in 1993, the Washington Business to the passage of a major bond levy in March http://www.milwaukeesymphony.org Roundtable helped to form the Partnership 1997. The district has continued to engage Arts in Community Education (ace), a pro- pfl). pfl’s main goal is to pro- the public through a strategic planning for Learning ( gram of the Milwaukee Symphony Orchestra, mote public awareness about the state’s process with community members, the initia- is an education partnership that seeks to ceo dialogue,” and the creation of efforts to raise student standards and enhance tion of a “ advance a child’s overall learning and devel- pfl works primarily parent advisory committees. student achievement. opment by integrating music and arts into with opinion leaders and policymakers and the daily school curriculum. ace begins in develops print materials for a database of kindergarten and is designed to follow chil- 20,000-to-25,000 people. West Virginia dren sequentially through each grade level. Powerful Schools An ensemble presentation at the end of each Atenville Elementary School year brings children and their families Greg Tuke, Executive Director Darlene Dalton 3301 South Horton together at school, and an ace newsletter Atenville, WV keeps parents informed about activities and Seattle, WA 98144 304 855-3173 206 722-5543 ideas for involvement at school and at home. About six years ago, Atenville, one of the [email protected] New Paradigm Partners http://www.seattleantioch.edu/students/jdob communities involved in the Responsive Chuck Ericksen, Coordinator meier.p Schools Project, began working to increase family involvement in the schools. Atenville P.O. Box 86 Begun in 1989, Powerful Schools is a coali- Elementary School hired a parent coordina- Tony, WI 54563 y schools in Seattle that is tion of elementar tor, opened a family center, coordinated 715 532-7760 tnered with two community organizations. par home visits, and established tutoring centers [email protected] Its mission is to improve student performance in local churches. Parents were given more New Paradigm Partners is a consortium of for all children, strengthen the community by decision-making authority through serving six rural school districts. Their goal is to build establishing schools that serve as community on school committees that set short-term and social capital and to make students more hubs, and create an effective and cost-efficient year-long goals. Both students and families enterprising and entrepreneurial. They coor- model for school-reform that is replicated now develop portfolios to track their progress. dinate apprenticeships, tutoring, and service elsewhere. A parent-incentive program has learning for students. hired twenty-five to thirty low-income par- ents to work in schools and classrooms as tutors and aides or in other positions.

82 reasons for hope, voices for change

Parent Project Jim Vopat English Department Carroll College 100 N. East Avenue Waukesha, WI 53186 414 347-0368 The Parent Project began in the late 1980s as an outgrowth of an initiative between the Milwaukee Writing Project and the Joyce Foundation. Parents meet two hours each week for six weeks to build agendas around their own concerns and, after interviewing them, the interests of their children. Parents discuss the literacy work that their children are focusing on during the day and then develop an application to work with their children at home.

Wausau School District Mary Ellen Marnholtz 415 Seymour Street P.O. Box 359 Wausau, WI 54402-0359 715 261-2502 [email protected] http://wausau.k12.wi.us The school board has embarked on a long- term strategic planning process that will develop community understanding and capitalize on public input. A Community Resource Committee, comprising twenty-nine individuals from the community, synthesized information gathered from a community survey and two public forums. The Commit- tee chose six strategic directions for the school board to consider as it begins its plan- ning process.

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appendix c types of public engagement activities

Types Parent Community/ Standards Development/ Strategic Planning/ Participation Parent Organizing Implementation Community Visioning

Motivations • strengthen parents’ • foster improvements in • reach common agreement • create a community- ability to serve as schools on what all students should supported plan critical partner in • create parent and community know and be able to do for the future of student success constituencies for schools • increase expectations for schools, districts or • enable parents to • develop community capacity student performance communities serve as important to identify concerns, demand • create more highly skilled • examine role of link to community change workforce schools in achieving • develop stronger sense of • forge stronger relationships preferred community community while improving among schools, families future schools and communities

Actors/ • parents • community organizers • policymakers • community residents Drivers • community agencies • churches • administrators, teachers • community-based • administrators • parents • business people organizations • teachers • social service and • community members • school administrators, community organizations • parents teachers • coalitions of these groups • students • students

Strategies • training/workshops • grassroots organizing • public opinion research • open, deliberative • access to information • use of data to identify needs (surveys, focus groups) forums, supported • inclusion on school • face-to-face meetings • public hearings, deliberation by smaller meetings management teams • inclusive process that around particular • door-to-door canvassing issues • access to information • public, house, church meetings enables people to weigh in and tools/know-how on contents of standards • creation of strategic • develop parents’ leadership plans to interpret and use it skills • media, public information • materials that explain complex • citizen task forces concepts in simple terms

Achievements • improved student • better communications • dialogue has taken place on • improved services performance, behavior, • collaboration between parents what students should know for residents attendance and schools • improved understanding • collaborative decisions • improved self-esteem • improved services for and support of common • process that enables of parents parents/families expectations for student, new community • improved communi- • additional resources for school performance alliances and civic cation between schools, communities • political consensus for capacity (a “place” parents and schools • improved student achievement student, school performance where other decisions can be made) • regular sharing of school • benchmarks for progress and student achievement toward them information

Challenges • developing resources • limiting perceptions of • describing standards in • moving from plan- for ongoing support confrontation meaningful language ning to action • overcoming • creating collaboration among • sustaining support over time • including all stake- perception of school once-divided groups • overcoming fears/concerns holders in the process authorities • building capacity of disenfran- about “gatekeeper” tests • mediating competing • balancing insider/ chised groups to participate • generate subsequent and deeply held outsider roles powerfully support for professional beliefs and vision for • reaching diverse • gaining access to information development or reconsti- school audiences tution required when schools • integrating plans into • building trust fail to meet standards district/schools’ work • dealing with public anger when standards aren’t met

84 reasons for hope, voices for change

Public Conversation Governance/ Legislation and Types and Deliberation Shared-Decision-Making Policy Development

• connect citizens to each • enable parents and community • develop and pass new legislation Motivations other members to have a voice to improve education practices, • bring members of the in education decisions, such resources, and environments community together to talk as hiring, budgeting and • increase awareness and understanding about tough issues curriculum of public policy affecting schools • build effective partnerships • devolve responsibility from • resolve desegregation and equity among churches, non-profit central bureaucracies to schools lawsuits agencies, elected officials, and communities citizens • respond to mandates from state or local policy

• community, • parents • education leaders Actors/Drivers school district leaders • teachers • community-based organizations • trained facilitators • administrators • business leaders • community residents • community members • parents • students • students • policymakers • legislators • elected and appointed officials • state education department

• strategic planning process • creation and development of • advocacy for legislation Strategies • town meetings collaborative school site councils • training • education roundtables • training • parent training institutes • collaborative decisions • local meetings and forums concerning staff and principal • drafting legislation selection, budgeting and curriculum

• community consensus • increased representation of • increased support for reform Achievements on the purposes of public parents and other community legislation in some states education members • improved climate for reform • respond to new education • leadership development • resolution of equity and desegregation policies • improved relationships lawsuits • resolution of specific com- between schools and their munity problems or concerns communities • renewed commitment to partnerships within communities • broad inclusion

• moving from talk to action • ensuring truly representative • ensuring ongoing citizen comment/ Challenges • connecting to actual work participation on site-based and input after policy/legislation is passed of the district other councils • evaluating results over time • including all stakeholders • securing representation of • sustaining support for legislation/ • mediating divisive traditionally disenfranchised policy as administrations change beliefs/issues groups • maintaining support through policy • building capacity of participants implementation (parents, teachers, others) to • role of state education department in create level playing field implementation and monitoring • Responsiveness of legislative/ policy leaders to equity issues

engagement types 85

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Kappan, October 1996. “Faculty and Parents Join Forces to Make Dilley, Beth. “Building a Broad Constituency School Councils Work,” Boston Globe, Bryan, Jerry L. “21st-Century Leadership: for Change,” Education Week, November 22, December 21, 1997. Pushing from Behind: An Alternative View- 1995. point on Public Engagement for School “Fourth ‘R’: Reaching Out to Parents,” Reform.” Keynote address to the Schools by “Divided We Stand,” an occasional series Providence Journal-Bulletin, October 29, 1996. Design Conference, St. Louis, March 14, 1997. of articles in Education Week, March – December 1997. “From Communities of Wealth to Children in the States 1997. Washington, DC: “Philadelphia Story,” February 19. Communities of Meaning,” Inferential Focus Children’s Defense Fund, 1997. Briefing, October 28, 1994. “Drawing on Diversity, Ohio Coalition “Comer Broadens Debate on Improving Seeks Common Ground,” March 12. 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Gladwell, Malcolm, “The Tipping Point,” “A Lesson in Winning Back an Estranged “Communications as Engagement.” Report New Yorker, June 3, 1996. by Millennium Communications Group to Public,” November 20. the Rockefeller Foundation, October 1994. “Polling Techniques Help Districts to Get The Good – and the Not-So-Good – News about Closer to their Customers,” December 11. American Schools. Phi Delta Kappa, Center on “Community Reactions to New Standards of National Education Policy, 1996. Educational Performance.” Unpublished Do We Still Need Public Schools? Bloomington, manuscript. Research/Strategy/Management, IN: Phi Delta Kappa, Center on National “Good-Neighbor Policies: More Colleges Inc., Lanham, MD; May 1995, July 1995. Education Policy, 1996. Working to Better their Hometown,” Boston Globe, December 21, 1997. Contested Values: Tug-of-War in the School Yard. 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Houston, Paul, and Anne Bryant. “The Lewis, Anne. “Building Bridges: Eight Providence Blueprint for Education. Imagine… Roles of Superintendents and School Boards Case Studies of Schools and Communities The Report of the probe Commission. in Engaging the Public with the Public Working Together.” Paper prepared for Providence: Providence Blueprint for Educa- Schools,” Phi Delta Kappan, June 1997. Cross City Campaign for Urban School tion, May 1993. Reform conference, Building Bridges: Igo, Shirley. “Continuing a Commitment,” Funders and Community-based School Public Agenda, Reports prepared by Public Phi Delta Kappan, June 1997. Reformers, Chicago, September 28–30, 1997. Agenda, New York: Accomplishing Reform with Public Immerwahr, John. The Broken Contract: Lewis, Anne C., and Anne T. Henderson. Engagement: A Map of the Process (1995) Connecticut Citizens Look at Public Education. Urgent Message: Families Crucial to School A Report from Public Agenda prepared for Reform. 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Association of School Administrators, 1995. “Neighborhoods Work on Power Connec- Restructuring the Education System: A Consumer’s tion,” Boston Globe, September 14, 1997. LeMahieu, Paul G. “From Accountability Guide, Volume I. Denver: Education Assessment to Authentic Accountability.” In “Parents Push for Technology at Georgia Commission of the States, 1991. Standards-based Reform: A Roadmap for Change, Elementary School,” USA Today, December briefing book prepared by the Education 17, 1997. Reville, S. Paul. “Beyond Public Commission of the States for the Education Engagement: Four Points the Overzealous Summit, 1996. “Parents, Taxpayers, and Community Enthusiast Should Keep in Mind,” Education Groups,” Annenberg Institute for School Week, March 27, 1996. Lemann, Nicholas. “Kicking in Groups,” Reform Focus Group. Transcript. Brown ds of Engaging Families in Children’s Atlantic Monthly, April 1996. University, Taubman Center for Public “Rewar Education,” Policy, October 14, 1995. 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Annenberg Institute for School Reform

Board of Overseers honorary chairman Leonore Annenberg Philanthropist and Vice President of the Annenberg Foundation Board of Directors chairman E. Gordon Gee President Brown University vice chairman Sheila E. Blumstein Acting Provost Brown University J. Carter Brown Director Emeritus National Gallery of Art Barbara L. Chase Head of School Phillips Academy (Andover) Rebecca Crown Teacher Baker Demonstration School Evanston, Illinois George M. C. Fisher Chairman, President & ceo Eastman Kodak Company Louis V. Gerstner, Jr. Chairman & ceo ibm Patricia A. Graham President interim director Spencer Foundation Ramón Cortines Thomas H. Kean President managing director Drew University John Bryan Starr David T. Kearns editor Chairman Susan C. Fisher New American Schools Frederick Lippitt design Chairman Gilbert Design Associates, Inc. RI Board of Regents for Elementary Providence, RI and Secondary Education Walter E. Massey photography President John Forasté/Brown University Morehouse College David O’Connor Shane Photography