Stakeholder Starting Points
To provide context for recent research, we conducted a brief review of the concerns and priorities that three key groups—administrators, teachers, and parents and the broader public—bring to conversations on communities and schools.
As the charts on the following pages show, these three groups do voice different concerns and priorities about schools and the relationship between communities and schools. However, they also see eye-to-eye in some important areas. All three groups:
- describe the main goals of education as preparing students for college and the 21st-century world of work and giving them a base of knowledge and love of learning that will serve them throughout their lives;
- have reservations about current accountability practices, especially using student testing as a key measure of school and educator effectiveness and the expansion of charter schools and school choice;
- tend to define “community involvement” as parental involvement, as opposed to including roles for other adults or the community in general.
Click through to read more about how leaders and administrators, teachers, and parents and the community view the purpose of education, accountability, testing, performance evaluation, funding, charter schools, and the role of parents and the community.
The summaries are drawn from observations from local school leaders interviewed as part of our research, comments from participants in the co-framing experiments, and observations from previous Public Agenda and Kettering Foundation studies. We also reviewed surveys and other opinion research conducted by other groups to provide a more complete picture of the perspectives of the three groups.