Building Civic Capacity as a Strategy for Improving Parent and Community Involvement in Public Education A presentation to the National Coalition for Parent Involvement in Education February 29, 2012 , Claudia L. Edwards, PhD St John Fisher College 1
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Building Civic Capacity as a Strategy for Improving Parent and Community Involvement in Public Education
A presentation to the National Coalition for Parent Involvement in Education
February 29, 2012
,
Claudia L. Edwards, PhDSt John Fisher College
1
… it’s something… You’re going to vote if you see your
parents voting. If you saw your grandmother voting, your
mother, your father. You’re going to vote, you know? Hey,
I’m going to vote, too, because it’s a family tradition, or
whatever you want to call it. It’s passed down. But if your
family isn’t used to, if you’re not used to seeing your family
voting, then you’re not going to go out and vote either. A
lot of black people don’t vote. Their grandparents didn’t
vote. Their mother didn’t vote. Their father didn’t vote, and
I don’t vote. I’m not trying to be funny…I don’t vote!Excerpts from community focus group
2
Who Stole Public Schools from the
Public?A case study on parent and
community involvement
About the Research
3
Traditional Schools of Thought on Parent involvement
Research on “involvement” focused on “parents”– Epstein; 2001; Sizer and Sizer (1999); Henderson and Mapp (2002)
Creative and effective ways to connect parent/family involvement efforts with student achievement
Parents working with schools to improve the performance of their own children’s education journey
Parents as “consumers” of public education
4
What was in the literature on the public’s role in school and parent/community involvement
Identified patterns of re-segregation taking place in America creating apartheid schools in urban and suburban municipalities (Orfield and Eaton, 1996; Orfield, 2001; Orfield and Lee, 2004)
Research on building civic capacity as a strategy for improving public schools--Examined the politics of urban education (Stone, 1998; 2005)
Discussions on the importance of a fully engaged public prepared to take greater responsibility for holding officials and themselves accountable for high performing schools (Puriefoy, 2005)
Documented historical evidence of the “first Public” and how public engagement was a function of American democracy (Mathews, 2006)
5
Turn in the Journey
Consulting project leads to new school-of-thought on community/school relations
Definition of key stakeholder groups for school administrators changed from “parents and families” to the “entire public”
Recognition of the public, including parents as “owners” versus “consumers” of public schools
New “buzz” word for school community relations shifted“Parent and family involvement” to “public engagement”
6
Theoretical FrameworkEmpowerment theory
Freire, P. (2000)
Theory of civic capacityStone, C. N., Henig, J. R., Jones, B. D., and Pierannunzi, C. (2001)
Critical Race Theory Bell (1985)
7
Research QuestionWhat are the conditions under which a diverse citizenry can be brought together around the aim of improving the performance of public schools in the city of Mount Vernon The study examined:
I. The extent to which there was a shared believe that public education was of value to the people
II. Public perception of the major problems facing the District
III. The potential for building a coalition in support of public schools
IV. Barriers that would have to be overcome to build a diverse coalition
8
Case Study of the “Public” in the City of Mount Vernon
Method for Data Collection
In-depth Interviews Individuals (78)
Focus Groups (5)
Observations
Review of Documents
9
Key Stakeholder Groups Interviewed
•Youth•North Side Residents •South Side Residents•Fleetwood Residents
•Not for Profit Organization
•PTA/ PTA Councils•Clergy
•Elected Officials•Appointed Officials•Business Community
The public has a deep commitment to the institution of public education
The public is un aware that public belongs to the Public –18% understood ownership
A public ill-equipped for the important role of self-governance
Public has little trust in the decision-making process for public schools—60%
Absence of school safety and the absence of leadership from all sectors— two leading factors impeding education reform
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Respondents’ Responses “How Do Things Get Done for Public Education in Mount Vernon?” by Stakeholder Group ______________________________________________
Stakeholder Group
Specialist
CBO CAL Influentials
Total
Formal Process 6% 3% 6% 3% 17%
Behind Closed Doors
11% 19% 8% 8% 47%
Combination 10% 6% 7% 6% 28%
Things Don’t Get Done
3% 0% 4% 1% 8%
Total 29% 28% 25% 18% 100%
Respondents’ Responses “Is that a good thing?”—A Follow-up Question to “How Do Things Get Done for Public Education in Mount Vernon?” by Stakeholder Group ______________________________________________
Stakeholder Group
Specialist
CBO CAL Influentials
Total
No 13% 19% 23% 4% 60%
Yes 11% 9% 2% 4% 26%
Sometimes 4% 6% 0% 4% 15%
Neutral 0% 0% 0% 0% 0%
Total 28% 34% 26% 13% 100%
Misguided attempts on the part of school board officials to manage a broken system versus overseeing systemic change
Public unaware of its role as owners of public schools
Public unprepared and ill-equipped to take its place as owners of public schools
Public prioritizes loyalty over accountability—an unwillingness to hold its elected and appointed officials accountable
Abandonment of the middle class
Key Findings on Major Causes for Disenfranchisement
14
Signs of a “Public” Ready to Act____________________________________
Examples:
• Research findings show 92% of respondents saw value in a citywide effort in support of higher achieving schools
• Signs of increased civic capacity
• The establishment of a citywide coalition in support of public schools