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Evolution of a University-District, Research-Practice Partnership: Strategies and Challenges

Mon, May 1, 12:25 to 1:55pm, Grand Hyatt San Antonio, Floor: Fourth Floor, Crockett C

Abstract

Objectives

This paper examines a research-practice partnership between the Gardner Center and the Oakland Unified School District (OUSD). We explore how collaborative design-based implementation research supports the strategic planning, implementation, and scale-up of an equity-focused, district-wide, community schools initiative (Lawson & van Veen, 2016). We identify strategies for evolving a rigorous and mutual research-practice partnership aligned with district problems of practice (Coburn & Penuel, 2016; Gutiérrez & Penuel, 2014).

Framework

The community schools initiative advances equity in two ways. First, schools address the needs of the whole child through integrated student services including healthcare, family engagement, and expanded learning activities. Second, community schools strengthen their communities by partnering with local organizations and renegotiating traditional family-school relationships (Dryfoos, 1994; Lubell, 2011).

Guided by the principles of design-based implementation research, researchers and district partners engage in collaborative and iterative cycles of inquiry to uncover the connection between problem of practices, program design, implementation, and proximal and distal outcomes (Fishman et al., 2013). The Gardner Center’s tri-level approach explores the connection between individual-level student outcomes, setting-level school and community factors, and system-level district policies and practices (Fehrer & Leos-Urbel, 2015).

The Present Study

The partnership has evolved in three stages:

Stage one. During the initial formation of the design, partners developed a theory of change and co-created the Full-Service Community Schools (FSCS) System Strategy Map (Exhibit 1). The map articulates the problem of practice driving the RPP. The process of connecting problems of practice, interventions, and associated outcomes served to build capacity and a common language between partners, and laid the foundation for the next stage of research (Coburn, Penuel, & Geil, 2013).

Stage two. To identify key implementation elements, the district selected a sample of mature community schools, which researchers examined for evidence of effective practices and associated outcome data. Schools showed evidence of successful integration of comprehensive student supports, collaborative leadership and strategic partnership structures, and coordinated student services. School and partner staff reported that community school supports decreased barriers to learning, improved school climate, and supported teaching and learning (Fehrer & Leos-Urbel, 2015). Analysis of quantitative data suggested preliminary indicators of effectiveness. Researchers shared findings in multiple formats, including presentations and a full report to district partners, shorter research briefs for an audience of practitioners and policymakers, and a submission to a peer-reviewed journal.

Stage three. The RPP is now investigating community schools in different stages of maturity to map the district’s implementation trajectory and evaluate the sufficiency of district supports. The Gardner Center has facilitated data sharing to track school-level program participation and student outcomes. Analyses of racial disproportionality at community schools versus traditional schools assess equity strategies at community schools. Partners are co-developing a strategy to measure the effect of a new pilot family engagement program.

Significance

This paper offers a case study of an equity-focused, research-practice partnership. We provide strategies for long-term, iterative collaboration that establishes mutuality between researchers and practitioners (Coburn & Penuel, 2016). This mutuality encourages relevant and actionable research, and strategic, evidence-based, district decision-making.

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