Community-Based Collective Impact and Family Engagement Lessons From the Kentucky Collaborative

• In Event: Early Lessons Learned From a Statewide Initiative to Build Dual Capacity for Family-School Partnerships

Abstract

Objectives or purposes:
This paper highlights data from Kentucky Collaborative (KY Collaborative) partners and serves as an initial entry point into the evaluation of family engagement in the state of Kentucky. The research in this presentation will respond to the following questions: (1) How does the KY Collaborative support families and schools?, and (2) How does the KY Collaborative support integrated, systemic, and sustainable family engagement?

Perspective(s) or theoretical framework
We use a community-based collective impact theoretical framework to better understand how the KY Collaborative is aligned with transformational family engagement strategies and promotes and implements systemic, statewide evidenced-based family engagement policies and practices. Transformational family engagement fundamentally changes relationships between families and schools and interrupts deeply held beliefs about low-income families, Black, Latinx, Indigenous families, and immigrant families, which are rooted in systems of racism, classism, sexism, xenophobia, and their intersections. Collective impact is a more recent approach to community and educational change and is guided by five conditions, (e.g. a common agenda, shared measurement, mutually reinforcing activities, continuous communication, and backbone support.)

Methods and Data:
We used a purposive sampling strategy to identify potential participants to be interviewed. We conducted in-depth interviews on Zoom with 12 KY Collaborative partners during the summer of 2020 using a topical interview protocol. Audio recordings were transcribed verbatim and checked for quality by the documentation team. We used an emic coding method (e.g. focused on policies, practices, conditions, and beliefs of the collective KY Collaborative partners) (Lincoln & Guba, 1985; Denzin & Lincoln, 2003) to identify themes and patterns.

Results and/or substantiated conclusions or warrants for arguments/point of view:
The KY Collaborative leverages each regional partner's strengths to break through historical barriers that fail to acknowledge the critical role families play both within and outside of schools. Their collective programs and services demonstrate a commitment to strengthening families, building capacity amongst schools and educators, and supporting communities to achieve educational equity. The KY Collaborative understands that shifting the culture around family engagement in Kentucky requires a “reach to each” and they are working to “make sure that parents understand the system their child is engaged in,” “helping parents find their strength,” and “meeting each family where they're at” to build the foundation for “families and schools to work together.” While there is still work to be done, the KY Collaborative has begun to demonstrate that racial equity and social justice are priorities by working with families and schools to move toward becoming anti-racist and anti-discriminatory.

Scientific or scholarly significance of the study or work:
Our findings help to illuminate the success and challenges of the KY Collaborative as they shift local, regional, and statewide culture, norms, policies, and practices via a community-based collective impact model. Findings are relevant for other community or statewide collaboratives that seek to transform family engagement.

Author

• Danielle M. Perry, New York University