Limits to Institutionalizing School PB in Chicago

• In Event: Civic Education and Democratic Renewal: The Possibilities and Limits of School Participatory Budgeting

Abstract

Objectives: This presentation explores what it means to be a School PB champion in when many are experiencing burnout and leaving institutions, and how challenging systems impact School PB’s institutionalization. The success of School PB in Chicago is tied to its institutionalization and has relied on PB champions for its continuation, especially in schools.

Overview: This presentation is one of two parts of a case study of School PB in Chicago Public Schools from the perspective of two PB facilitators. School PB is relatively new and growing, and this study provides context on institutionalizing a democratic citizenship program within a large education system.

Methods: The case study is based in grounded theory, which informs PB and participatory democracy. The PB facilitators engaged in mixed-methods research (interviews, surveys, observations) and provided training and technical assistance to teachers and administrators, helping align PB with an existing civics curriculum.

Results: School PB evaluations reveal that institutionalization positions schools for success, even in the difficult external environment of CPS. First, the success of any PB process is mostly about ensuring that teachers have a fully designed process before they begin with students. Second, teachers must receive training, technical assistance, and resources before beginning and have access to continuing assistance. Third, School PB is best embedded into and aligned with an existing curriculum or program to support students’ skill-building and knowledge development.

In embedding School PB in school structures, it was critical to identify and partner with champions—administrators, teachers, and representatives who champion student voice and participation and value the power and potential of School PB. Examples of these key leaders are Heather Van Benthuysen (former executive director of CPS’ Department of Social Sciences and Civic Engagement), the Institute for Policy and Civic Engagement, early adopter school principals and teachers, and school support staff. These champions strategized with PB Chicago, advanced School PB, and advocated for its growth across the CPS system.
The champions were thought partners in design and training and technical assistance. They provided crucial information on teacher and administrator needs, navigating CPS and understanding its operations and culture, and aligning School PB with the Common Core State Standards and curricular requirements.

Scholarly significance: This case study contributes an understanding of how the broader context impacts institutionalization, as well as of how challenging systems and contexts impact champions and institutionalization. Institutionalization should not hinge on champions; otherwise, the process risks stalling. The question for CPS is where School PB can go next. Key champions have left for the private sector. CPS’s civic engagement administration has been rolled into a different department more focused on student voice as an extracurricular activity. PB Chicago is committed to continuing the conversation. School PB’s path to institutionalization continues at a slow pace, with conversations promised. PB Chicago is focused on communicating factors that will allow for further improvements to the School PB process, facilitate ease of adoption, and continue to promote School PB’s institutionalization to secure its future in schools.

Author

• Thea Crum, University of Illinois at Chicago