Two-Mode Social Network Analysis of the Funders' Role in K–3 Reading Improvement Programs' Distributing Resources

• In Event: 21.061 - MTCC Roundtable Session Five
  In Roundtable Session: 21.061-3 - Social Capital and Networking for Improving School Programming

Abstract

This study examined the funders’ role in social networking among K-3 reading improvement programs working with NYC public schools to improve reading outcomes. This analysis used data from social network surveys and interviews completed by a subgroup of the programs. We used two-mode social network analysis to explore how the programs’ networking through funding sources distributed knowledge and skills to schools differently. We explored the programs’ networking as a collective impact initiative with the schools the programs worked with. We discussed the implications of the existing social networks amongst the programs and the extent to which those networks funding sources might serve as a foundation for the development of coordinated and collective impact on students’ learning in reading in NYC.

Authors

• Meesuk Ahn, New York Institute of Technology

• Thomas C. Hatch, Teachers College, Columbia University

• Alyson Rumberger, Teachers College, Columbia University

• Daniel E. Ferguson, George Mason University