Linking School & Community Vitality: Shared Services to School Closure John W. Sipple, PhD Associate Professor NYS Center for Rural Schools (NYRuralSchools.org) Community and Regional Development Institute Cornell University Rural Schools Association of NYS, July
RSA 2013 Sipple
Jun 26, 2015
Presentation given by Prof. John Sipple at the 2013 Rural Schools Association Conference in Cooperstown NY.
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Linking School & Community Vitality: Shared Services to School Closure
John W. Sipple, PhDAssociate ProfessorNYS Center for Rural Schools (NYRuralSchools.org)Community and Regional Development InstituteCornell University
Rural Schools Association of NYS, July 2013
My Goals
• Introduce new website (NYRuralSchools.org/w)• More Interactive and Integrated• More Relevant Resources and Research
• New Research• Impact of Schools on Community Vitality• Shared Services (Municipal & Schools)
• Demonstrate New Tools
New Site – Preview
• http://NYRuralSchools.org/w/
Central Questions/Themes
• Schools Communities?• Communities Schools?• When did Schools and Communities become
separate?• Information is better than guessing. • Short- vs. Long Term planning/decisions
Key Tensions & Actions
Short-Term Long-Term
School-basedBig
Community-based Also Big
Ability to Pay19
9319
9519
9719
9920
0120
0320
0520
0720
09$0
$50,000
$100,000
$150,000
$200,000
$250,000
$300,000
Median Income Wealth/Pupil
NYCBig 4Small CityHN RuralAve NeedLow Need
Ability to Levy Tax19
9319
9519
9719
9920
0120
0320
0520
0720
09$0
$200,000
$400,000
$600,000
$800,000
$1,000,000
$1,200,000
Median Property Wealth/Pupil
NYCBig 4Small CityHN RuralAve NeedLow Need
Lyson Hypothesis
• A school is vital to the survival of rural communities.
• Viable villages generally contain schools: dying and dead ones either lack them or do not have them for long.
• The capacity to maintain a school is a continuing indicator of a community's wellbeing.
• School district consolidation has deleterious effects on small rural communities.
Rural Villages in NYS
Small with school
Small without school
Large with school
Large without school
0
20
40
60
80
100
120
140
160
180
200
199020002010
Num
ber
of v
illa
ge
Population 500 or less
Population 501 to 2,500
Population 2,500+ (urban)
2010 PlacesTotal: 1,189
73 66
272 245
2000 2010
exclude 32 outliers (based on village’s median house value)
705 846
Lyson Redux1990 2000 2010
30,000
35,000
40,000
45,000
50,000
55,000
60,000
65,000
Median House value (1990 $)
SM-SchoolSM-No SchoolLG-SchoolLG-No School
Lyson Redux1990 2000 2010
20,000
25,000
30,000
35,000
40,000
45,000
Household Income (1990 $)
SM-SchoolSM-No SchoolLG-SchoolLG-No School
HH Inc2000
HH Inc2010
PerCap Inc2000
PerCap Inc2010
H Value2000
H Value2010
Large + +School +School X Size -
<39 - - - - - -W Child + + + + + +% White - - - - -White collar + + + + + +Self Employ + + + + + +No Commute
R2 .79 .60 .73 .57 .71 .51
Take aways…
• We find more nuanced relationships between the presence of schools and community vitality• Stabilizing/Constraining impact of schools• Once controlling for other factors, the presence of schools only impacts
HH Income (less so for large).• Once controlling for other factors, larger villages are more prosperous
• Further studies• Does distance from village center to school matter.• Panel analysis (1990-2010)
Teacher Labor MarketsKilleen, Loeb & Williams (2013)
What’s Next?
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Cornell University• Dept. of Development Sociology• Dept. of City and Regional Planning
New York Conference of Mayors
New York State Association of Towns
New York State Association of Counties
New York State Council of School Superintendents
American Planning Association, New York Chapter
PI’s: John W. Sipple, Mildred WarnerResearchers: George Homsy, David Kay
Shared Service Study Partners
Cities
Counties
Towns Villages Supts
Total
Total – NYS
62 57 932 556 695 2260
Number of responses
49 44 494 359 245 1191
Response rate
79% 77% 53% 65% 35% 53%
Response Rate
22%
39%7%
26%
6%
Informal understanding
MOU / Inter-Municipal Agreement
Joint ownership, production, or purchase
Contracting with another government
Creation of a special district / authority
How Formal is the Arrangement ?
More Informal
Do you Share?
Instructional staff
Curricular materials
Special education
Instructional technology
Small City 62% 23% 71% 50%
High Need Rural 65% 57% 89% 80%
Average Need 62% 60% 87% 73%
Low Need 35% 42% 85% 64%
Outcome of sharing Instructional Staff?
Informal Agreement Cost Savings Improved
QualityImproved
Student Performance
Small City 13% 100% 50% 50%High Need Rural 15% 79% 54% 33%Average Need 11% 68% 58% 25%Low Need 8% 83% 75% 42%
Curricular Materials?
Small City 0% 100% 100% 67%High Need Rural 17% 81% 61% 56%Average Need 26% 70% 64% 52%Low Need 39% 92% 77% 54%
HN RuralMedical
care beyond the school
nurse
After school programs/ac
tivitiesSummer
school
Distance learning/
online coursework
Student internships
Yes: Share 23% 39% 64% 62% 30%
Yes: no Share 21% 39% 14% 8% 11%
Another district(s) 6% 13% 26% 22% 0%
BOCES 6% 13% 69% 76% 50%
University/community college
3% 3% 2% 19% 13%
community group/Non-profit
21% 32% 7% 0% 7%
Private sector 24% 3% 2% 2% 10%
Payroll/accounts payable
Cafeteria services
Transportation services (Buses, garage, maintenance)
Tax collection Security/SRO/police
Health insurance
Joint purchasing
Library/computer lab
Gymnasium/pool/auditorium/indoor space
Field/playground/outdoor space
Youth recreation
Childcare/Even start/Pre-school
Community transportation
Adult education (ESL, GED, etc.)
Facilities
Other Services
Importance of Motivators
Cost Savings
Local leadership/ trust
Gaining bargaining power in the market
Staff transitions
State programs to incentivize sharing
Regional equality in service delivery
Small City 4.8 4.4 4.4 3.5 3.4 4.2HN Rural 4.8 3.8 4.0 3.1 3.6 4.1Ave Need 4.7 4.1 4.1 3.1 3.4 3.8Low Need 4.7 4.2 4.4 2.5 3.0 3.3
Community expectations
Maintaining service quality
Past experience with sharing
Business community support
Unable to provide important services without sharing
Enriching educational opportunity
Small City 3.5 4.3 3.7 3.7 4.1 4.7HN Rural 3.2 4.5 3.6 3.1 4.3 4.6Ave Need 3.2 4.4 3.5 3.2 4.0 4.6Low Need 3.3 4.4 3.8 3.0 3.5 4.4
Importance of Obstacles
Planning and design of sharing agreement
Availability of willing partners
Similarity among partners
Compatible data and budget systems
Combining multiple funding sources
State rules/ legal regulations
Small City 4.2 4.6 3.3 3.4 3.6 4.0HN Rural 3.8 4.3 3.6 3.4 3.6 3.9Ave Need 4.0 4.4 3.2 3.1 3.2 3.9Low Need 4.0 4.4 3.2 2.9 3.1 3.7
Elected official opposition/politics
Liability concerns
Personality conflicts
Restrictive labor aggreements
Job loss/local employment impact
Local control/ community identity
Small City 2.5 3.4 2.8 4.4 3.4 3.2HN Rural 2.7 3.5 2.5 3.9 3.5 3.7Ave Need 2.9 3.4 2.6 3.8 3.5 3.7Low Need 2.5 3.4 2.1 3.3 2.9 3.3
% E
xhau
sted f
und b
alanc
e
% R
educ
ed Serv
ices
% E
limina
ted Serv
ices
% In
creas
ed us
er fee
s
% pe
rsonn
el cu
ts%
Sell A
ssets
% E
xplor
e Con
solid
ation
% C
onsid
er Ban
krup
tcy
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My Goals
• Introduce new website (NYRuralSchools.org/w)• More Interactive and Integrated• More Relevant Resources and Research
• New Research• Impact of Schools on Community Vitality• Shared Services (Municipal & Schools)
• Demonstrate New Tools
Related Documents
