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An Unfulfilled Dream of an Urban Community School for Girls: a Failed Experiment in Educational Reform

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An Unfulfilled Dream of an Urban Community School for Girls: a Failed Experiment in Educational Reform AN UNFULFILLED DREAM OF AN URBAN COMMUNITY SCHOOL FOR GIRLS: A FAILED EXPERIMENT IN EDUCATIONAL REFORM by Kerri Doyle A dissertation submitted to the faculty of The University of North Carolina at Charlotte in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction Charlotte 2013 Approved by: ________________________ Dr. Jeanneine Jones ________________________ Dr. Chance Lewis ________________________ Dr. Jae Hoon Lim ________________________ Dr. Janni Sorensen ii ©2013 Kerri Leigh Doyle ALL RIGHTS RESERVED iii ABSTRACT KERRI DOYLE. An unfulfilled dream of an urban community school for girls: A failed experiment of educational reform. (Under the direction of DR. JEANNEINE P. JONES) This research presents the qualitative case study of an urban community school initiative that began as an educational reform effort and that ultimately failed. The process of emergence for this school and factors leading to its collapse are described through participant interviews and document analysis. Nationally, policy reformers, practitioners, and the public have been seeking solutions to urban education challenges. With this attention and the appropriation of government funding, a multitude of unique UCS initiatives run under a broad variety of auspices, are emerging. Currently, there is a lack comprehensive regulation and data examining the overall success of community schools. This study explores challenges associated with this type of educational reform. The research findings provide lessons-learned and key components to build upon for successful future initiatives and cautions regarding the actions that led to failure for this UCS. It exemplifies the need for a critical analysis of a community’s social and cultural capital before an initiative emerges. These findings suggest the importance of emphasizing 1) focus on a substantial planning period which embraces members of the community in equitable roles, 2) proper funding and financial sustainability in place, and 3) a cultivation of understanding that addresses cultural and class disconnections. Community schools appear to play a role in the ability to positively change urban students’ holistic outcomes. Keywords: urban education, community schools, education reform iv DEDICATION This dissertation is dedicated to life-long learners everywhere, especially those who must struggle to gain the education that they crave. Once it is attained, the knowledge is yours forever. Go and make the world a better place with it! v ACKNOWLEDGEMENTS For my family, who are my friends and my friends, who are my family, I cannot express enough gratitude for your never-ending support. Chris, my fabulous rock, I appreciate you turning on my computer when my overwhelmed brain no longer knew how to. My marta, Bev Doyle, my grama, Gata Bua and my bestie, Amy Fagan, thank you for free therapy, wisdom and love. Each of you is a strong amazing woman. Mayra Cardenas, your strength and endurance along with your bilingual abilities inspired and allowed me to share and learn from others. Thanks Daddy Don, for financial support. Lori, Abs, and Jules, thank you for coffee talks and perspective when I needed it. Kandace, I appreciate the getaways and travels. To the girls; Koi, H, Ashley, Beth and Vickie-we learned, but mostly we laughed. Thank you to the participants from CEAS. You taught me so much without ever realizing it. I would like to take this opportunity to thank my fantastic committee who supported my decision to make this life-altering event a true learning experience for me. Thank you to Dr. Chance Lewis, Dr. Jae Hoon Lim, and Dr. Janni Sorensen for their expertise and guidance throughout this dissertation process. Dr. Lim, thank you for reminding me about patience and living a balanced life. Over the last four and half years, there have been moments of uncertainty, exhaustion, and frustration. Dr. Jeanneine Jones, my fabulous chair, thank you for being there in those times. Your emotional support, optimism, and guidance gave me the motivation to push through this process. JJ, I am not the only one to notice your vi commitment to the service component of higher education. You rarely turn a soul away and take on their problems with unfaltering kindness. You are a role model in academia. vii TABLE OF CONTENTS LIST OF FIGURES x LIST OF ABBREVIATIONS AND TERM DEFINITIONS xi CHAPTER 1: NATURE AND SIGNIFICANCE OF STUDY 1 Introduction 1 Statement of the Problem and Significance of the Study 13 Research Purpose and Questions 17 Theoretical Framework 19 Researcher’s Position Statement 26 CHAPTER 2: LITERATURE REVIEW 30 Introduction 30 Macro Level-Social Context 32 Micro Level- Social Context 37 Community School Models and Strategies 39 CHAPTER 3: METHODS 58 Introduction 58 Research Design 59 Data Collection 70 Data Analysis 76 CHAPTER 4: DATA ANALYSIS AND FINDINGS 79 Introduction 79 Timeline of Events 81 viii Themes found in the Data 84 Alternative schooling and perceptions of failure in public schools: Theme 1 84 Realities of the CEAS experience: Theme 2 104 Funding and planning: Theme 3 111 Cultural and class disconnections: Theme 4 121 Role of one caring adult: Theme 5 145 CHAPTER 5: DISCUSSION AND CONCLUSION 166 Introduction 166 Theoretical Framework Discussed 169 Themes Discussed 176 Research Questions Discussed 183 Limitations 186 Significance of the Study’s Findings 190 Implications for Future Research and Additional Work 193 BIBLIOGRAPHY 202 APPENDIX A: STUDENT INTERVIEW 214 APPENDIX B: FAMILY INTERVIEW 217 APPENDIX C: TEACHER INTERVIEW 221 APPENDIX D: ADMINISTRATION INTERVIEW 223 APPENDIX E: COMMUNITY MEMBER INTERVIEW 226 APPENDIX F: CEAS 2011-12 BUDGET SCANNED AND ORIGINAL 228 APPENDIX G: CEAS EMAIL CORRESPONDENCE 231 ix APPENDIX H: TERM DEFINITIONS 233 x LIST OF FIGURES FIGURE 1: Promise Neighborhoods criteria 8 FIGURE 2: The five conditions 11 FIGURE 3: Racial populations in Charlotte 68 FIGURE 4: CMS student ethnic distribution 69 FIGURE 5: Timeline of events 83 FIGURE 6: Community map 105 FIGURE 7: Comparing CCS study to CEAS study 114 FIGURE 8: CEAS expenditures to develop learning competencies 116 FIGURE 9: Running costs 120 xi LIST OF ABBREVIATIONS CEAS Community Empowerment and Agency School The urban community school initiative that is the subject of this dissertation. CCS Coalition for Community Schools An alliance of national, state, and local organizations that holistically represents community development, community building, and education. UCS Urban Community School A community-based school in an urban area that incorporates physical and mental health services, family advocacy, community planning and organization, and human services in children’s educational experiences. CMS- Charlotte Mecklenburg Schools The public school system in Charlotte, North Carolina. Project L.I.F.T. Leadership and Investment for Transformation This project was conceived by local business owners and philanthropists to assist students in the West Corridor of the Charlotte Mecklenburg School district. ABCD - Asset-Based Community Development An institute which utilized asset based community development to develop stronger, sustainable communities. SDP- Student Development Program A program created by James Comer model of community schools. CHAPTER 1: NATURE AND SIGNIFICANCE OF STUDY Introduction School, family, and the feelings of community and success do not happen in isolation. Often each of these structures is viewed as its own entity, yet we recognize that when there is failure in one structure, a person’s complete identity is not lost; all human beings have multiple identities and facets in their lives. We are holistic beings. Education, family, community, and success are intertwined the moment a child is born. Traditional American educational structures often do not incorporate curriculums that support a child’s holistic learning process. As a product of public schools, I personally understand that there is student success in traditional schooling. Yet as a whole, traditional schools are failing urban students (Comer & Haynes, 1996; Community Schools Coalition, 2003; Dryfoos, 2008; Epstein 1997; Melaville, 1998.) We have seen recent test scores decline (CMS, 2011) as more children are left behind. The traditional institution of schooling incorporates structural inequality in the form of stratification of education, (Kozol, 1991, 2005), ability grouping and tracking (Mickelson, 2001), and a culture of power (Delpit, 1995). All of these affect a child’s educational achievement. In The Nation's Report Card: Trial Urban District Assessment Reading 2011 (National Center for Education Statistics, 2011), differences in average reading scores for public school students in twenty-one urban districts were compared to the scores for 2 all other students in large cities with populations of 250,000 or more. The study examined fourth and eighth grade students and found that in eleven urban districts the students scored lower than those in other types of schools. This example represents one way that traditional educational structures are failing urban students in reading achievement. This is significant because it exemplified the national trend of urban students falling behind non-urban students earlier in their schooling in American public education. Nearly 1.2 million students fail to graduate from high school in four years (Editorial Projects in Education Research Center, 2008). Students drop out for a variety of reasons, such as inadequate literacy skills needed to
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