Questions about when and how to reopen schools will have ripple effects for the business sector and broader economy. If schools cannot open at all, or open only part-time or for small groups of students on a rotating basis, adults cannot return to work. Without a workforce, businesses cannot reopen and the economy remains shuttered. As a result, the business community has an especially important role to play in current deliberations about whether and how to reopen schools.
Business advocacy organizations, such as chambers of commerce and business roundtables, are well-suited to engage in these deliberations. These organizations advocate on behalf of policies that ensure students gain the skills, knowledge, and experiences they need to be successful in the current and future economy. This can look like helping to pass legislation requiring computer science coursework or successfully advocating for legislation to improve access to industry-recognized credentials and work-based learning experiences. In light of the current pandemic, business advocacy organizations bring an important voice to the conversation about what schooling could and should look like in the near future.
What makes these organizations well-suited to engage in these conversations? While there’s limited research examining how the most successful organizations work, my colleagues and I recently completed a report that uncovered three key strengths that the most successful have in common.
First, business advocacy organizations have a deep understanding of the advocacy landscape in their state and understand how to bring diverse groups — such as Republicans and Democrats or business and labor — together for a common cause. In Washington State, for example, the Washington Roundtable coordinates the College Promise Coalition, which includes stakeholders from public and private two- and four-year colleges and universities, students, families, alumni, education advocates, education leaders, and business leaders. As part of its advocacy to improve enrollment and completion rates in the state’s postsecondary institutions, the coalition’s broad base demonstrated widespread support for the Workforce Education Investment Act, which ultimately passed. Coordinating community-wide efforts like these will be imperative as regions work to repair their business, economic, and education sectors in a post-COVID world. Continue reading
Across the country, many states and local districts are establishing autonomous school policies, which delegate to principals and school leaders significant authority over school operational decisions that are traditionally held by district central offices. This theory reflects part of the charter school theory of action, which relies on granting increased autonomy in exchange for increased accountability.
However, the accountability side of this bargain is much murkier for autonomous schools and so are the outcomes, raising questions about the extent to which these policies are able to capitalize on lessons learned from successful charter sectors.
The strongest charter sectors have pretty clear and consistent approaches to accountability: charters are managed to a performance contract that has specific goals for outcomes. They are subject to periodic renewal based on a data-based assessment of progress on those goals. The consequences for not meeting those goals are clear, often culminating in non-renewal or closure.
Autonomous school policies vary significantly from place to place, and even sometimes within the same city, in ways that create thorny questions about the best structures for holding schools accountable. There tend to be two ways that districts keep autonomous schools accountable to high performance, as we outline in our new report:
- Autonomous schools are subject to the same accountability structure as every other district-run school
- Autonomous schools are subject to possible revocation of autonomy if they fail to meet the expectations outlined in their school plans
From lobsters to bikes to HBCUs, Bellwether has covered a breadth of topics tied to rural education over the last six years. While we are by no means the first group to do in-depth research on rural schools and communities, we were among the first in the education reform community to begin thinking critically about policy solutions for rural schools. And as more and more of our peers have turned their attention to the rural context, we’ve realized that there’s a lack of basic understanding of the facts about rural schools and communities.
To help address that problem, we’ve put together a new resource: “Wide Open Spaces: Schooling in Rural America Today.”
This deck pulls together data and research on education, economic development, and more into a coherent fact base to explain the current state of rural communities and schools. It begins with an overview of the variation of communities within the rural designation in terms of their locations, economies, strengths, and challenges. For example, resort communities like Eagle County (Vail), Colorado and impoverished communities like many along the Mississippi Delta are both considered rural but have dramatically different geographic, economic, educational, and social contexts. Continue reading
Thirty years ago today, former president George H.W. Bush convened the nation’s governors in Charlottesville, VA for the nation’s first, and to date only, education summit. At this summit, the governors agreed to six national education goals. These goals have been the foundation for state and national education reform efforts over the last three decades.
I have a piece in The Hill today that argues it’s time for a second summit:
America’s education outcomes are largely stagnant. Gaps across subgroups remain a challenge. International test scores put American students behind their peers in other developed nations like Australia and the UK. Given this, it’s time for the nation’s governors to reconvene and create a new set of national education goals that reflect what we’ve learned and define where we want to go.
Read the full piece here. You can also learn more about the origins of this summit — and how states have worked to improve their education systems — in our resource on the American South here.
As of the 2017-18 school year, 809 rural charter schools nationwide serve approximately 256,000 students. Though that’s only about one tenth of all charter schools and students nationwide, it represents substantial growth over the last decade.
Despite the growth, charter schools aren’t always a viable solution to a rural community’s education needs. They can negatively impact the enrollment and finances of local school districts, resulting in the closure or consolidation of long-standing community institutions.
But that’s not always the case. There are some rural communities where charters can and do work.
My team and I recently conducted in-depth case studies of four rural charter schools that are outperforming state and district averages in reading and math. Each of these schools serve a diverse student body. I have a piece in EducationNext today that discusses three factors that seem to facilitate the success of these rural charter schools:
- The founders, leaders, and/or board members of these schools have deep ties to the local community.
- These rural charter schools were founded as an explicit remedy to a gap in the community’s education offerings.
- These rural charter schools maintain consistent leadership and/or engagement with school founders.
Read the full piece at EdNext and learn more about rural charter schools on our new website, ruralcharterschools.org.