External Partnering with Public Schools

Schools team up with external partners for a variety of reasons, and in numerous capacities. Schools may partner with for-profit or non-profit organizations, businesses, or product sale organizations. The aim of partnering may be as simple as fundraising, or as complex as supporting a new charter school, undergoing site-based reform, or engaging in a new school-community partnership such as a mentoring program for the school's youth. Today, schools are collaborating with outside providers more than ever before, and the breadth of providers is vast. There are many steps schools can take to ensure these partnerships are successful.

Keywords Charter Schools; External Funding; For-Profit Organization; Fundraising; Non-Profit Organization; Product Sales; Professional Development; Site-based Reform; School-Community Partnership

Overview

The American system of public education has seen many changes since the beginning of the twentieth century. Today's schools are increasingly complex and cater to a diverse array of students. It is projected by 2040 that there will be no ethnic majority in the United States (National Association of State Boards of Education, 2001). Today, schools serve communities that are increasingly multi-cultural, and students are from a wide scope of socioeconomic and cultural backgrounds. Furthermore, the world economy has become increasingly globalized. In these times, policy makers believe that it is imperative that our schools adequately prepare our students for an increasingly global community, in which students must be ready and able to communicate with and relate to a multiplicity of cultures. In order for Americans to remain competitive in the global economy, we must have a well educated workforce.

As these changes occur, Americans face a challenge to educate and prepare those who are most underserved. Researchers believe that America's current achievement gap between poor and minority students and their white counterparts who are socioeconomically more well off puts the country at risk in the new global marketplace. Large groups of American youth are not receiving a competitive education that will prepare them to meet the challenges of living in the twenty-first century.

Today, largely due to the fear that we are not adequately preparing our youth to succeed in the future, the public has increasingly demanded school improvement and accountability, increasing the pressure on schools to improve student learning, especially for those in underserved communities, or are otherwise at-risk. The No Child Left Behind Act of 2001 (NCLB) recently augmented the burden on schools to perform at a certain level or face consequences. In order to meet the needs of students and parents, many schools are joining forces with external partners to help them achieve their goals (Finnigan & O'Day, 2003).

These partnerships may be established for a variety of reasons. External partners may contribute to schools financially, through in-kind services, or provide other supports such as out-of-school time programs. The goals of partnering vary: partners may assist in improving student achievement through improving instructional methods of teachers; they may provide data analysis, increase professional development services for teachers and staff, or promote partnerships between the school and the community. In other situations, the partner may provide funds, or help the school raise needed funds for a certain project or venture (Finnigan & O'Day, 2003; Hassel & Steiner, 2004). Research has shown that schools who reach out to their surrounding community and the families of the students can advance student outcomes (Henderson & Mapp, 2002).

Schools may seek external partnerships for a variety of reasons such as offering higher quality professional development or providing students with additional services. Many schools may seek external partners because they simply cannot provide all of the services that their students need to succeed in school. Schools that are located in underserved communities serve individuals and families who are often in need of extensive services that address various issues such as poverty, health, or social services. While many external partners will address the educational needs of the students, there are also instances in which partnerships address other concerns such as health care or other social services (Decker, Decker, & Brown, 2007). These partnerships will ideally help the school reach various goals that will improve the overall functioning of the school, and help improve student learning.

There are many types of external partnerships including fundraising partnerships, teaming with colleges and universities, and working with private providers. Partnering with external providers does not guarantee a school's success in meeting its goals of effectively educating their students; however, there are ways in which the school can control the success of the venture.

Applications

Types of External Partners

Fundraising Partnerships

Perhaps the most well-known and simple example of an external partner is a fundraising partner. The National Education Association (NEA) released a report in 2012 pointing out that schools continue to be state funded with a share of funding from the federal level. a severe deficit in school funding for today's modern society. A report in 2011 explained that an estimated 14 million US children attend public schools that are deteriorating, and of the 80,000 public school in the nation at that time, over one-third needed “extensive repair or replacement and at least two-thirds have unhealthy environmental conditions.” Additionally, the Department of Education stated that 43 percent of US schools indicated that the condition of their schools interfered with daily instruction (Long, 2011). While a 2000 National Education Association report concluded that that public schools needed $322 billion to modernize schools—maintain buildings and improve facilities by providing technology use to students—a 2013 report (Center for Green Schools, 2013) reported an estimate $542 billion would be needed (CBS News, 2013). Many schools experience budget constraints and deficits in other areas as well. Survey data show that over 90 percent of all schools raise supplemental funds, with a large majority of schools reporting that fundraising has increased in the last ten years. In addition to the monetary returns, schools report that fundraising also helps strengthen ties to parents and the community. Funds raised are most often put towards classroom supplies, but may also be placed in other areas of the school budget, including field trips or maintenance costs. Often, school fundraising is the responsibility of the parent and teacher organizations within the school. The most traditional fundraising efforts include book sales and product sales. However, schools are now also engaging in fundraising efforts that take less effort or manpower. For examples, schools may hire a development director to write grants to foundations that support educational endeavors; similarly, they may partner with local or national businesses who will donate a particular amount of money spent in their store to a specific school in their community (Coburn, 2001).

College/University Partnering

Some schools may also partner with colleges and universities in various capacities to achieve goals. Professors may provide perspectives or consulting expertise to schools based on their research; college students may work in various capacities with the schools as well (Hassel & Steiner, 2004). In schools that are restructuring or trying to improve an element of their curriculum or instructional methods, colleges or universities may be helpful in providing knowledge of the latest research or procedures. Professors may act as consultants in a certain project and work with administrators or teachers to improve these aspects of the school. At many institutions, the students may get involved in partnering with schools as well. Schools may set up programs with the local university that recruits college students to partner with schools to conduct research, or work as teaching assistants for educators in the school.

Corporate Partnerships

Private providers encompass a wide breadth of services. They may be for-profit or non-profit organizations or individuals (Hassel & Steiner, 2004). The range of partnership can be as simple as a donation of materials or time, or can be a much more complex undertaking. For example, a test preparation company may partner with a school by donating test preparation materials or an instructor's time. This would likely be a short term commitment and the goal would be clear and measurable. The partnership may also get more complicated and require more commitment and leg work from the school and the organization providing the service, such as in a scenario in which a non-profit organization partners with a school in order to set up a mentorship program for at-risk youth.

Steps to External Partnering

Partnerships are complex and require much effort from both parties. Working with an external partner can produce fruitful outcomes for both parties, and help schools address and solve a wide range of issues. However, the process by which a school enters into an external partnership should not be hurried; partnering requires a number of careful steps in order to be successful and productive.

Evaluate Needs

The primary step is to evaluate the needs of the school. Many schools overlook the process of prior evaluation. Improving a school is a time-consuming process, and there is no panacea for improving student learning. Self-evaluation prior to partnering is essential to a partnership. Hassel & Steiner (2004) suggest engaging in a self-assessment of the school prior to beginning a partnership. For example, a school may assess the budget, student performance, teacher performance, and current strengths and weaknesses. This reflection will assist school leaders in determining specifically what objectives a school hopes to accomplish by partnering with an external provider, and whether the partnership is necessary and helpful to accomplishing these goals. Assessment procedures should include efforts and input from various entities, aim to provide very specific details on the school's issues, and help a school prioritize areas of need. If the elements of this crucial first step are not present, the school risks a partnership which is not beneficial.

Assess Potential Partners

Once the school's needs are assessed, the available external partners should be assessed as well. The school's needs should drive the search for the type of partnership. If a school decides that fundraising is its chief priority, they may partner with a local provider who will donate funds to the school based on dollars spent by the community. If professional development for teachers takes precedence, the school can seek to enlist an expert from a local college or university. Schools may want to interview and contemplate a number of partners before choosing an individual or group (Hassel & Steiner, 2004).

Structuring & Monitoring

Once a provider has been chosen the process of structuring and coordinating a partnership can be daunting and complex. A variety of topics need to be addressed before the work can actually begin. During this process, the results of the pre-evaluation should play heavily into selecting a specific partner. Communication is key in a partnership—both parties must know the expectations and aspirations of the other before the partnership is finalized (Hassel & Steiner, 2004).

During the course of the partnership, evaluation and consistent communication is key to success. Both the school and the partner should agree on short- and long-term goals and evaluation procedures. Depending on the services the partner is providing to the school, evaluation methods may vary (Hassel & Steiner, 2004).

External Partnering Examples

Examples of schools collaborating with external partners abound across the country and in all types of schools. In 1999 in the Chicago Public Schools (CPS), a probation policy was placed in elementary schools around the city whose students are struggling to pass the Iowa Test of Basic Skills. The policy implemented an external support system, in which the school partners with external entities, such as colleges and universities, who work with staff members to improve the school. The CPS probation policy reforms are analyzed and carried out at the school, by the staff members. The external partners were chosen by the school, and were usually university researchers or outside consultants who would help teachers assess their situations and build reforms that were specific to their needs (Finnigan & Day, 2003).

One of the most relevant examples of external partners today can be seen in charter schools. Charter schools are publicly funded schools that often have greater freedoms from state and district governance than other schools. In the 2012–2013 school year, 531 new charter schools opened, bringing to total national number of charter schools at that time to 6,004 (National Charter School Resource Center, 2013). Charter schools often serve at-risk students, and are growing at a rapid rate. These public schools often seek external partners. Charter laws allow schools greater flexibility in how the school is managed, opening the door to many external agencies who are interested in impacting the educational outcomes of children. Also, charter schools often receive less funding per pupil than regular public schools, and as a result, many charter schools employ development officers to help raise funds. In 2002–2003, for example, twelve out of the fourteen charter schools operating in New York City had external partnerships to assist them in various areas of running and managing the school (Jacobowitz, 2002).

Viewpoints

Schools team with external partners for a variety of reasons—to raise funds, assess the school's performance, provide professional development, and increase services for students. Many policymakers and researchers believe that schools today cannot possibly solve or address all of the challenges that students and parents face (Dryfoos & Quinn, 2005). Consequently, schools can partner with a funding source to create certain programs at a school; a non-profit organization has the capacity to implement after-school tutoring services to students in need of them; a research team at a college or university can reach out to assist teachers in developing and improving essential classroom skills.

While external partnering can be a powerful tool to improve schools, it is a complex venture with various intricacies that must be carefully navigated in order to succeed. A range of concerns may arise during all phases of setting up the partnership, including:

• Securing the support of staff and the community,

• Scheduling conflicts,

• Inconsistency in priorities, and

• Aligning methods with district and state standards (Hassel & Steiner, 2004).

While the research on external partnerships is not complete, and does not give us all of the answers, there are various steps a school and its partner can take to ensure the success of the project.

Communication

Many of the problems that can arise when partnering with external entities can be solved through good communication, combined with thorough research. Clarifying the role and expectations of the providers and the school is important so that there are no surprises and so that each entity can hold the other accountable. Furthermore, communication within various groups in the school is imperative as well. For example, if a principal sets up a partnership, the buy-in of the teachers, other administrators, and parents and students in the school will make the partnership run much more smoothly. This is especially true if the external partner will be interacting with any of these parties on a regular basis. Schools are continuously changing and evolving; it is important for all parties within the school to understand and participate in the partnership in order for it to be successful (Hassel & Steiner, 2004).

Over-Partnering

Often, especially in schools who serve underserved or at-risk children, we may see schools who partner with too many providers. Finnigan & O'Day (2003) discourage schools from developing partnerships that they cannot commit fully to. Communication and alliance with the partner is imperative to the success of the endeavor, and too many partnerships can lead to disjointed attempts to improve the school.

Reflection & Evaluation

The challenges of partnering also include making time to reflect and learn, as well as evaluating the outcomes (Hassel & Steiner, 2004). Once the partnership is set up, there is still much work to be done. Schools are busy places, and time is always at a premium. In order for the partnership to be as beneficial as possible, schools must find time for their stakeholders to learn and reflect on what the partnership is trying to accomplish. This is also imperative in order to iron out any competing ideas or adapt to differing or shifting priorities as time passes by.

Finally, evaluating the partnership and its outcomes is vital. Schools should have a plan, developed with the partner, outlining the process by which they will evaluate the project (Hassel & Steiner, 2004). Finnigan & O'Day (2003) would like to see schools who partner with external providers improve how data are used in assessing programs. This process will hopefully improve communication, as well as provide further improvements in research on what we know about successful schools and their external partners.

The changing demographics of America, coupled with an increasingly global and complex society, require schools to meet new challenges in educating youth. Schools face a great opportunity and an incredible challenge. Ensuring that all individuals receive a high-quality education will improve and advance American prospects on the global change; failing to do so will hinder our ability to sustain our place in the world economy.

Many schools team up with external partners today more than ever before. With the growth of charter schools, development offices in schools are becoming more common; the growth of non-government organizations provide a wealth of youth services and programs that partner with schools; schools and businesses are joining forces to help educational institutions improve student outcomes. All of these partnerships are important in various ways. Research shows that in many cases, partnerships between schools and community members or organizations can help students learn and improve outcomes. After-school programs are proven to lower rates of juvenile crime, decrease violence, and help students connect to their communities (Afterschool Alliance, 2004). External partners, when the collaborations are well thought out and satisfactorily executed, can help schools improve student outcomes, improve teaching methods, and narrow the gap between the haves and the have-nots.

Terms & Concepts

Charter Schools: A charter school is a public school in the United States that has freedom from certain rules and regulations of regular public schools, but is still held accountable for its results.

For-Profit Organization: A for-profit organization is a business who seeks profit.

Fundraising: Fundraising entails raising money or in-kind gifts for a specific cause and/or organization.

Non-Profit Organization: A non-profit organization's objective is to engage in activities that serve a private or public interest, without seeking to raise profit.

Product Sales: Product sales are a popular way to fundraise in schools. Schools may choose to partner with a variety of companies that sell a wide range of products.

Professional Development: Professional development encompasses the range of continuing education available to professionals in their field, including developing on the job skills, as well as personal development.

Site-based Reform: Site-based reform occurs when restructuring efforts are performed in the school, rather than at a satellite site.

School-Community Partnership: A school-community partnership engages the school and the community surrounding it (i.e. families, businesses, colleges and universities) to improve the functions of the school.

Bibliography

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Brown, C.G., Rocha, E., & Sharkey, A. (2005). Getting smarter, becoming fairer: A progressive education agenda for a stronger nation. Washington, D.C.: Center for American Progress & the Institute for America's Future. Retrieved November 13, 2007 from Center for American Progress, website: http://www.americanprogress.org/kf/taskforcereportfinal.pdf.

CBS News. (2013). Report: $542B needed to repair, modernize schools. Retrieved December 21, 2013, from http://www.cbsnews.com/news/report-542b-needed-to-repair-modernize-schools/

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Center for Green Schools. (2013). The state of our schools address. Retrieved December 21, 2013, from http://centerforgreenschools.org/stateofschools

Coburn, J. (2001, Winter). Fundraising Today and Tomorrow. Today's School. Retrieved November 13, 2007, from Peter Li Education Group, website: http://www.peterli.com/archive/ts/340.shtm

Decker, L.E., Decker, V.A., & Brown, P.M. (2007). Diverse partnerships for student success: Strategies and tools to help school leaders. Lanham, MD: Rowman & Littlefield Education.

Dryfoos, J.G., & Quinn, J. (2005). Community schools: A strategy for implementing youth development and school reform. San Francisco : Jossey-Bass/Wiley

Eilam, E., & Trop, T. (2013). Evaluating school-community participation in developing a local sustainability agenda. International Journal of Environmental & Science Education, 8, 359–380. Retrieved December 20, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=88853817

Finnigan, K., & O'Day, J. (2003). External support to schools on probation: Getting a leg up? Madison, WI: Consortium for Policy Research in Education (CPRE).

Hassel, B., & Steiner, L. (2004). Guide to working with external providers. Naperville, IL: Learning Point Associates.

Henderson, A.T., & Mapp, K.L. (2002). A new wave of evidence: The impact of school, family and community connections on student achievement. Austin, TX: National Center for Family & Community Connections with Schools & Southwest Educational Development Laboratory.

Jacobowitz, R. (2002). The paradox of support: Charter schools and their institutional partners. NY: NY Institution for Education & Social Policy. (ERIC Document Reproduction Service No. ED 468127). Retrieved November 13, 2007 from Educational Resources Information Center, Web Site: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/59/1e.pdf.

Long, Cindy. (2011, November 16). ‘A national crisis’: NEA spotlights urgent need for school modernization. Retrieved December 21, 2013, from http://neatoday.org/2011/11/16/a-national-crisis-nea-spotlights-urgent-need-for-school-modernization/

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Officer, S. H., Grim, J., Medina, M. A., Bringle, R. G., & Foreman, A. (2013). Strengthening community schools through university partnerships. Peabody Journal of Education (0161956X), 88, 564–577. Retrieved December 20, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=91667914

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Suggested Reading

Annie E. Casey Foundation. (2000). Building more effective community schools: A guide to key ideas, effective approaches, and technical assistance resources for "Making Connections" Cities and Site Teams. Baltimore, MD: Author.

Dilg, M. (1999). Race and culture in the classroom: Teaching and learning through multicultural education. New York: Teachers College Press.

Dodd, A.W., & Konzal, J.L. (2002). How communities build stronger schools. NY, NY: Palgrave Macmillan.

Furco, A. (2013). Legitimizing community engagement with K-12 schools. Peabody Journal of Education (0161956X), 88, 622–636. Retrieved December 20, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=91667918

Van Acker, R., De Bourdeaudhuij, I., De Martelaer, K., Seghers, J., Kirk, D., Haerens, L., & ... Cardon, G. (2011). A framework for physical activity programs within school-community partnerships. Quest (00336297), 63, 300–320. Retrieved December 20, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=65123312

Withrow, F. (1999). Preparing schools and school systems for the 21st century. Lanham, MD: ScarecrowEducation.