Putting the “Community” in Community Schools: Taking Stock of Community Mobilization Survey Results

• In Event: Scaling and Sustaining Equitable Community Schools: Lessons From Kentucky

Abstract

Objective: The objective of this study is to establish a baseline of community mobilization efforts by analyzing the results of a survey among community members participating in community meetings hosted by districts as part of a grant funded Full-Service Community Schools initiative. This study aims to operationalize community readiness and to identify strengths, areas for improvement, and actionable strategies to enhance community engagement and mobilization. Engagement references community members convening; mobilization references community members actively sharing ownership of student outcomes.

Perspective or theoretical framework: Shared ownership of student outcomes is integral to the community schools framework, and community mobilization is an important milestone (Partnership for Future Learning, 2018). In fact, we define mobilization as a community's knowledge, desire, intent, and capacity to take ownership of their students’ learning outcomes and advance local implementation of the community schools’ model.

To measure community mobilization readiness, we drew on health intervention and promotion literature, including: 1) Lippman et al. (2013), who highlight the importance of activities fostering bonding and bridging for social cohesion, augmenting community capacities, and building collective efficacy; and 2) Stages of Change Model (Borrayo, 2007; Findholt, 2007; Plested et al., 2007) which suggests that communities progress through different readiness stages for implementing interventions. Additionally, we used Ajzen's (1985) Theory of Planned Behavior which posits that behavioral intention is most the proximal antecedent to action, influenced by individual intentions, attitudes towards behaviors, and subjective norms.

Data sources: Data for this study were collected from a survey distributed to parents, students, teachers, and community leaders who attended community meetings. The survey was administered in an online format, initially through direct invitation distributed after the meeting, and later using a QR code scanned by participants during the meeting.

Methods: We calculated descriptive statistics for the close-ended items and thematic coding for the open-ended responses.

Results: Our data include 175 respondents across 19 districts. The greatest levels of agreement relate to items in which respondents are asked if they believe they are responsible for student outcomes. For example, 97% of respondents agree with the statement “I believe that I am responsible for supporting the academic success and well-being of students in my community.” The lowest levels of agreement relate to items in which respondents are asked about the extent to which their community is concerned about student outcomes. For example, 90% of respondents agree with the statement “The majority of people in my district support using available resources to address student outcomes.”

Open-ended feedback from respondents included that the initiative needs to include more diverse perspectives, especially minority community leaders, parents and students. Respondents from many districts commented on the notable absence of parents and students at the community meetings.

Significance: Measuring readiness for community mobilization within a full-service community schools project is crucial for both project success and the broader field of educational reform. It allows project leaders to assess the community's capacity, willingness, and preparedness to engage in collaborative efforts, ensuring that interventions are appropriately tailored and timed.

Authors

• Carolyn A. Oldham, University of Kentucky

• Kelly D. Bradley, Marshall University