The Role of Community Partners and Researchers in Supporting Quality Implementation of Community Schools in New York City

• In Event: Community Schools Across Cities: At the Intersections of Inequity, Power, and Radical Possibilities

Abstract

Due to the organizing efforts of Black and Brown youth and parents in New York City (NYC), the DeBlasio administration committed to funding one of the largest community school initiatives in the country. Recognizing the importance of community based organizations (CBOs) and advocates’ participation in impacting the success of the initiative, these groups formed a diverse alliance in October 2015. The Coalition for Community School Excellence (CCSE) sought to collaborate with the New York City Department of Education (DOE) for equitable and quality implementation of the initiative guided by community participation. Many of the CBOs had been engaged in community schools previously and brought deep understanding of the importance of implementing the model in a way that is sustainable and supported by district and school leaders.

The coalition has focused on ensuring that implementation is informed by research-based instructional strategies and coordinated student supports; that clear and research-based benchmarks and timelines guide the implementation; that the district provides adequate support for the schools; and that there is public support for the initiative as parents and community members engage with the DOE and elected officials. In this research, we examine how the CCSE has shifted the zone of mediation (Welner, 2001) in ways that challenge market-based beliefs and norms about education reform (Lipman, 2011). In addition, we demonstrate how CBOs that traditionally don’t engage in political advocacy or organizing can be transformed through the collective process.

The theoretical framework of this study is grounded in social movement theory’s (Goodwin & Jasper, 2015; Carlos, 2011) analysis of the relationship between political opportunities and participant agency to develop change strategies. In conversation with this, theory on community organizing and public engagement for educational reform (Su, 2009; Kirshner, 2015; Warren & Mapp, 2011; Oakes & Rogers, 2006) informs the analysis of how organizing efforts that are external to formal institutions can both collaborate and challenge such institutions to provide equitable resources and deepen democratic practices.

We used a Community Based Participatory approach (Fine, 2008; Israel, Schulz, Parker, & Becker, 1998)) to this research that acknowledges the knowledge and expertise of various stakeholders and seeks to politicize knowledge (Golob & Giles, 2013). Gathering data through participant observations and dialogic interviews (Naples, 2003), we collectively constructed research questions and surveys with community partners to assess CBO experience in the initiative. This research as well as policy briefs that examine community school reform have been used by the CCSE to inform the DOE of areas where added support is needed. Such an approach demonstrates the potential of using collective organizing coupled with participatory research to effect change. Furthermore, it builds on our scholarly understanding of how community organizing approaches to education reform can transform both district initiatives and CBOs to engage in new ways that support the implementation of large scale education reforms.

Author

• Julia A Daniel, University of Colorado - Boulder