Friday, April 19th, 2013 | Jeremiah Hess
Those of us who operate in the K-12 education arena talk a lot about how important parents are to a child's education and to making schools better. Secretary of Education Arne Duncan remarked last year: "Promoting a community culture, where educational improvement is everyone's responsibility, is our great national mission." And parents can play a key role in promoting and sustaining that culture. But what will it take to tap into parents' full potential as partners in education improvement?
From our past research it seems clear enough that parents want schools to serve their children well and don’t believe those schools can do it alone. Our new survey of parents in Kansas City, summarized in the report “Ready, Willing, and Able,” adds a wrinkle: parents differ (often dramatically) in how they seek to be involved, and school leaders who are serious about making parents partners should be prepared to meet them where they are.
In this new research, we identified three groups of parents, each unique in preference and readiness to get involved:
Potential transformers stand out as the group most likely to brave the bureaucracy of school policymaking.
These parents tell us they are perfectly comfortable to act as advocates for broader school reform. They are ready to contact district officials and the media to discuss local school problems and to represent parents on committees that shape school policies. In our current study, 3 in 10 parents fell in this group.
Still, very few have actually been involved in these ways. Providing real opportunities for them to get more involved—and supporting their efforts to organize themselves—is an important step towards unearthing parents’ power in school improvement.
We think they’d get the support of other parents, too: even though the majority of parents don't feel comfortable getting involved as transformers, two-thirds in our survey believed that parent advocates have the ability to make a difference.
Reaching parents can’t stop there, though.
School helpers are a second group of parents with more to give.
When you need support in more traditional parent roles in a school—help for teachers in the classroom, volunteers for an event, or more support for a PTA—these are the parents to find. Though school helpers leave advocacy and school policy matters to others, all of these parents feel they could be doing more for their school– an obvious call, we think, for leaders to track these parents down.
Even reaching the school helpers doesn’t exhaust a principals’ and teachers’ options.
Help seekers deserve some special attention.
These parents are concerned about their own child’s learning and seem particularly hungry for more support from schools in helping their child do well. They aren’t likely to respond to calls for collective action, and probably won’t have the time or inclination to volunteer more at their school. Yet every single one of these parents told us there was still “work to be done” teaching their child to do their best in school, and teachers and school leaders are likely to make progress with them by supporting those efforts at home.
Utilizing parents as a powerful resource
In total, these three groups (a full 78 percent of parents surveyed) are a valuable yet untapped resource for diverse, powerful and effective parent engagement. To draw on these parents more effectively, leaders must understand that different parents will respond to a different set of appeals. Our report provides some specific strategies for each of the groups the research identified.
Yet, some principles for parent engagement are universal. For example, education leaders should begin engaging parents by listening to them and understanding their needs. Clearly communicating what exactly a school, a district or a particular teacher needs from parents to succeed is also important. As one Kansas City father told us:
"Parents don’t understand that their presence makes a difference. Schools aren’t getting that message out. Even when my school was going through its worst times, they didn’t get the message out that they needed help from the community."
There’s hope, though: parents are by no means hostile to their schools. In fact, parents across the country have told us—for this and other studies in the past—that they don’t think of their child’s school as just a service provider; they value its place in their community, trust their teachers and respect principals who return phone calls. In the Kansas City region, 77 percent of parents felt that their principals and teachers were well-connected to their communities, and just over half said they wouldn’t leave their school “even if money was not an issue”).
In spite of their concerns and complaints, parents want their schools to succeed and are aware that they need to be part of that success. For school leaders, developing relationships at this level is always possible, and it’s an ideal first step towards creating Secretary Duncan’s “community culture.”
But we think that transformers, school helpers, and help seekers can be found in any school, and we hope that the pressures of constant change haven’t made education leaders forget about simply making parents feel welcome. As one mother reminded us:
“I love it when teachers thank me for coming. I love it when the principal says, ‘Glad to see you. Hope to see you again.'”
Leaders should only remember that with parents, just as with students, one size doesn't fit all.
Monday, March 25th, 2013 | Alison Kadlec, Ph.D.
A recent piece by Jon Marcus from the Hechinger Report, "Stopping the Clock: Colleges Under Fire Over Transfer Credits That Don't Count," does a great job of drawing attention to a serious problem facing higher education today, especially in the consideration it pays to the insights I have heard from college students during focus groups on the issue. However, my colleagues at Public Agenda and I are troubled by one of the premises of the piece.
While faculty "hubris" and "snobbery" may account for some portion of the problem students face as they seek to transfer credits, it would be a mistake to dismiss faculty concerns in the absence of systematic efforts to improve skillful and thoughtful assessment of learning outcomes.
In nearly every focus group I've conducted with transfer students, some portion of the participants (usually 10-30 percent) tell stories of courses at open-enrollment institutions that should not have been allowed to transfer because they were of such low quality. These students talk about feeling like they're being set up for failure, and one even said to me, "I'm glad that class didn't transfer because I would have definitely failed the next level."
If even 10 percent of community college courses are watered down to the point that transfer students are set up for failure when they seek to continue their education at a more selective (and typically more expensive) institution, then we need to begin having in earnest the conversations about the real tensions between a mission focused on access and one focused on success.
Faculty Face a Multitude of Challenges
Through dozens and dozens of conversations with faculty at community colleges in several states, I've heard their daily struggle to find a way to help catastrophically underprepared students advance to the next level. A majority of these faculty members are adjuncts without a voice in, strong support from or deep ties to their institution.
I've also heard faculty at non-selective four-year institutions describe the "daily compromise" they make as they attempt to balance meeting students where they are while setting expectations to help them get to where they need to be. One memorable faculty member at one of the nation's largest community college systems echoed many others in saying, "I used to teach calculus, but now spend most of my time trying to figure out the best way to teach how to add whole numbers."
The challenges faculty face on the issue of academic transfer go beyond the pressures that come with underprepared students. Transferability of credits across institutions will ultimately depend on the ability of faculty to do something they've never been trained or supported to do before: determine how to effectively assess learning outcomes and then actually do it.
In a focus group last week at a non-selective four-year institution in Ohio, one faculty member brought this challenge into focus when she asked her colleagues at the table, "Do you think part of the problem is our training? I went to a very good Ph.D. program, and I never once heard the word assessment or learning outcomes." For all the training and knowledge that college faculty accrue and possess, they are never formally taught how to be teachers or how to reliably assess what their students should know and be able to do.
It's Time to Change the Conversation
Community colleges and non-selective four-year institutions have hard conversations ahead of them about the relationship between access and success. If simply making it possible for students to enroll is not enough - if institutions have a responsibility to pay attention to who succeeds, who fails and how we know - then it's time for new kinds of conversations that move beyond finger pointing at any one group.
The tendency of experts to caricature faculty as shameless egotists obscures the more serious issues at work, and it ignores the fact that any meaningful and lasting success in higher education reform will require the knowledge, expertise and commitment of faculty.
It's too easy, and even a little lazy, to blame faculty egotism for such a complex and systemic problem, and doing so won't help bring faculty to the table. It's time for the conversation to change so that we can all get down to the real work ahead of us.
Thursday, March 21st, 2013 | Jean Johnson
For low-income students—even those with top grades and high test scores—the chance to excel in higher education can be derailed from the get-go, before the ink is even dry on their high school diplomas. For these students, outshining your high school classmates still doesn’t mean you’ll end up at a top college, according to new research from Christopher Avery of Harvard and Caroline Hoxby of Stanford. That makes us wonder about the role high school guidance counselors play in helping low-income students apply to college and whether these students are getting the advice and support they deserve. Based on Public Agenda’s work in this area, it seems very likely the guidance system is coming up short.
According to the new study reported in the New York Times, only about a third of high-achieving high school seniors from low-income families enroll in "one of the country’s 238 most selective colleges." It’s not that these highly promising students aren’t admitted—most never even apply. In sharp contrast, more than three-quarters of high-achieving students from affluent families attend one of these top schools.
And these students would seem to be a college admission officer’s dream. The researchers focused on students with an A-minus average or higher who had scored among the top 10% on college admissions exams like the SAT or ACT.
Like most good research, the Avery-Hoxby study raises a challenging set of questions for educators and the public at large. Experts responding to the report mentioned lack of knowledge about financial aid and lack of role models as some reasons why these top-achieving students from poorer homes don’t attend selective colleges.
Public Agenda’s study, "Can I Get a Little Advice Here? How an Overstretched High School Guidance System Is Undermining Students' College Aspirations spells out some specific problems facing these (and other) students.
Wednesday, March 6th, 2013 | Christopher DiStasi
The face of higher education is changing rapidly, and Public Agenda is working hard to help education leaders, faculty, students, policymakers and employers better navigate these complex changes.
One of the biggest developments in higher ed is online education. While public opinion on online ed is becoming more positive and the sector is growing, our research and other organizations' show that serious questions and uncertainties remain.
As of late last year, almost half of adults (48 percent) say an online degree “provides a similar quality of education as compared to traditional colleges or universities,” according to researchers at Northeastern University. Just a year and a half earlier, less than a third of adults (29 percent) thought the educational value of online courses is equal to that of classroom learning, according to a Pew poll.
This shift comes in light of impressive growth in the percent of all Americans who have taken online courses for credit. In 2011, 16 percent of Americans had taken an online course for credit, up from 6 percent in 2001, according to Pew. Among just those Americans who have at least some college education, more than a quarter (26 percent) have taken online courses for credit—a number that rose 13 percentage points just between 2005 and 2011.
And Pew’s 2011 data confirms what we would suspect: that those who have taken an online course are more likely than those who have not (by 12 points) to say its educational value is equal to that of a classroom class. Furthermore, most chief academic officers agree; more than three quarters say the learning outcomes of online instruction are the same or better than face-to-face instruction, according to a 2012 survey.
But, on the question of quality, some important stakeholders, including higher education faculty and employers, may remain unconvinced. Nearly 60 percent of faculty said they felt "more fear than excitement" about the growth of online education in a 2012 survey.
And employers tend to favor candidates who obtain their degrees in a traditional face-to-face setting over ones who completed a degree online, notes Nikolaos Linardopoulos at Rutgers University in a recent review of literature on the topic. However, employers ultimately consider the format of an applicant’s instruction—whether online or in-person—secondary to factors like the reputation of the institution from which the degree came, according to the author.
Tuesday, February 26th, 2013 | Allison Rizzolo
A Closer Look at How Parents and Teachers Think
Fifteen years ago, federal, state, and local officials started pursuing a broad range of reforms to ensure more accountability in the nation’s public school system. They hope this can improve and restore trust in our nation's public education system.
Yet the public's confidence in public schools is at a historic low. How can this be?
New research from Public Agenda and the Kettering Foundation suggests that parents and education leaders may think about and define accountability in critically different ways. "Will It Be on the Test?" raises important questions about the trajectory of education reform and whether the way we think and talk about "education" is too narrow.
Most parents – and most Americans generally – applaud the goals of the accountability movement. They say the movement responds to some of their genuine concerns and welcome some of the changes it has instituted, such as raising academic standards and promoting students only when they have mastered needed skills.
Still, they see it as sorely lacking in fundamental ways. To them, accountability provides too few answers to problems they see as pivotal. These problems include too many irresponsible parents, too many unmotivated students, too little community support, and messages from society that undermine learning and education.
Parents also think the accountability movement places too much weight on standardized tests when there are many other factors to consider when judging the effectiveness of schools. And they fear it overlooks the importance of local schools as a community institution.
These competing definitions sometimes clash, especially when districts—in an effort to be more “accountable”—decide to close under-performing schools.
However, one of the most important messages of the research is one that leaders may find encouraging: parents do not believe schools can do it alone.
Tuesday, February 19th, 2013 | Allison Rizzolo
Welcome to Public Agenda's new website!
Our blog, On the Agenda, also has a new, fresh look.
If you are looking for a specific report or discussion guide, our advanced search page will give you the help you need.
Did you know we've been around for nearly 40 years? That's a lot of time to accumulate a lot of important resources! We offer all of these resources for free. We hope that you'll considering donating to Public Agenda so we can keep up our important work.
It's possible we've overlooked something in the transition. If you are looking for something and cannot find it, let us know. If you are looking for our online issue guides, we have updated a number of them for our Citizens' Solutions Guides. Old issue guides that have not been updated are archived.
Thursday, January 17th, 2013 | Megan Rose Donovan
After two full years of largely ineffectual work, the 112th Congress finally ended its unproductive streak with the close of 2012. One grand question for the new Congress is how to help the exhausted American public regain confidence in leadership when they have seen leaders essentially plug their ears and yell, “I can’t hear you.”
The public's trust in government has long been eroding. A healthy democracy requires the participation of the public in decision making. Unfortunately, such participation becomes difficult, if not poisonous, when there is not a foundation of trust between those making policy and those affected by it.
Provided they are interested in maintaining a healthy democracy, how can our nation's leaders mend the minds and hearts of the public so their trust in the government can be rebuilt?
We believe many of our nation's leaders genuinely want to do what’s best for the country. But consistent set-backs erode their optimism and motivation. Wary of pitfalls, politicians have only been moved to inaction. We understand why they may be unmotivated, but there are many practical actions they can take to help rebuild the public's trust and get this country back on track when it comes to solving our nation's problems.
Thursday, December 13th, 2012 | Allison Rizzolo
As our nation's leaders continue to struggle to build common ground on the best ways to approach the nation's debt problem, perhaps they can take a cue from the public.
Over the course of last year, everyday citizens from all ages and walks of life gathered around the country to talk about tackling the debt. The forums were hosted by the nonpartisan National Issues Forums (NIF), a longtime partner of Public Agenda. Participants' insights are captured in the new NIF report, "No Easy Way Out: Citizens Talk about Tackling the Debt ," written by Public Agenda's Jean Johnson.
Participants in the forums looked at multiple possibilities for addressing the debt, as well as the pros and cons of these approaches. In many respects, the report contains good news for leaders hoping to find common ground on this difficult topic. Forum participants spoke of a number of common themes, including:
- They, and other citizens, are ready for serious, civil talks about the debt.
- They also understand that solving the problem won't be easy and will require broad acceptance of change and sacrifice.
- Very few participants brought nonnegotiable items to the table. Most understood that moving forward will require at least some changes they may not like personally.
NIF believes, and we agree, that leaders who understand the concerns and questions of these typical Americans will be better prepared to develop solutions accepted as fair and effective by the public at large.
To this end, Jean traveled to DC last week, with colleagues from NIF, to brief national policymakers on the report's findings. She spoke to staff from House Speaker Boehner's office, top officials in the Treasury Department and staff from both the Republican and Democratic Policy Committees.
Policymakers welcomed the report findings and seemed eager for more of this sort of feedback from the public, which they often saw as richer and more nuanced that what they get from standard polling. "I thought there was a genuine hunger among these leaders for the kinds of deliberative insights from the public that emerge in the NIF forums and the engagement work of Public Agenda," said Jean.
The report also found that people need additional opportunities to grapple with the issue of the debt and the need to address the long-term stability of Social Security and Medicare in nonpartisan, non-advocacy settings. While the citizen discussion in forums—which typically run about two hours—were remarkable, it’s also true that many of the forum participants themselves wanted to learn more, think more, and continue their deliberations. Unfortunately, there are not many settings like this readily available in today's public arena.
The question then is: How do we take the deliberative model of NIF and Public Agenda and expand it to a broader audience? Are there ways to provide more of these dialogues? Are there trusted, neutral voices that can guide such exchanges?
One way to start is in your own community, school or organization. A discussion guide like Public Agenda's "The Federal Budget: A Citizens' Solutions Guide" (free of charge) or NIF's "A Nation in Debt: How Can We Pay the Bills?" can provide the framework for a productive dialogue on the choices we face when it comes to our country's economic future.
As "No Easy Way Out" demonstrates, under the right conditions, everyday citizens can build common ground, and practical solutions are within reach. We just have to work to find them.
Thursday, November 1st, 2012 | Megan Rose Donovan
Closing or turning around a low-performing school is always disruptive, but engaging the community in decision making can help make school transformation less painful and more likely to succeed. Without deep knowledge of the communities that are affected by turnaround and careful attention to engagement and communication practices, even the most earnest leaders hoping to inspire change are likely to see their efforts fail.
Last week, Jyoti Gupta, senior public engagement associate, presented some simple principles for engaging and communicating with the community to nearly 45 of Chicago's education and community leaders. The principles, drawn mainly from Public Agenda's reports "What's Trust Got to Do With It?" and "Community Responses to School Reform in Chicago," help education leaders and the community better work together to transform the most challenging schools into high-performing centers of success. Jyoti's presentation was part of Education Reform Now, Illinois' first annual policy briefing on improving chronically low-performing schools. The forum provided an opportunity for participants to better understand and address school turnaround in Chicago and nationally in a way that is both responsive to community need and solutions oriented.
Both the reports and the presentation help education leaders understand the primary ways communities react to school turnaround efforts and why those efforts can be met with anger and distrust. They also provide actionable steps for working with communities to build trust and plan and implement changes to improve low-performing schools. Some of these steps include:
- Finding a shared vision: Help the community envision exactly what it looks like when school conditions that empower students and teachers to improve are in place, why those conditions are necessary, and what will be required to get there. Dwelling on negative aspects without giving people a sense of hope can contribute to negative community reactions.
- Providing information: Community members need the right amount of information at the right time and in an accessible format. They need enough information to be able to understand – and independently judge – the worth and process of a turnaround effort. They need ways to access more information when they want it in a language that makes sense and is useful.
- Breaking out of the “public hearing” format: While Town Halls or public hearings are familiar to many people, they are often not the most effective way to hear from a diversity of voices, to wrestle with complex issues, or create an environment of problem solving. Instead, engagement in small groups and on a more routine basis can help to build communication and mutual respect, as well as encourage creativity and exchange of multiple viewpoints.
Thursday, October 18th, 2012 | Will Friedman, Ph.D. and Alison Kadlec
Every two years, during the conference for the National Coalition for Dialogue and Deliberation, practitioners, researchers and advocates of participatory problem solving gather to share new ideas, explore challenges, and learn from each other, all to improve our practice and efforts in our respective fields. At this year's conference, in Seattle on October 12th through the 14th, we had the pleasure of presenting some of Public Agenda's ideas-in-progress to a large and lively group.
During our session, “Deliberative Democracy and Change Management,” we explored the intersection of these two domains. Both deliberative democracy and change management are designed to help people more thoughtfully navigate complex conditions—solving problems and negotiating change—and forge a better path forward.
We believe that each field has something to offer to and learn from the other. Our purpose in the NCDD session was to explore these possibilities and articulate how our work is being enriched by an investigation of the intersections and divergences between the two fields.
At the most basic level, deliberation is what should occur before a decision has been made and change management is what needs to occur after. This formula, however, only scratches the surface of how the two fields can enrich each other, and as yet there is a dearth of shared knowledge between them.
Deliberative democracy posits that anyone directly affected by an issue—be it, for example, patients, when it comes to health care cost control, or community residents, when it comes to transportation needs—deserves high-quality and meaningful opportunities to learn about and participate in charting a course forward on the issues that affect them. In practice, this work involves people talking together in authentic dialogue and deliberation, usually with facilitators and nonpartisan materials. When done well, deliberative democracy produces better and more sustainable solutions to our most difficult shared problems.
But even well-conceived decisions, derived from authentic dialogue and deliberation, do not implement themselves magically. Deliberation by itself doesn’t result in a map that tells us how to get from making a decision to taking action on that decision. This is where change management, along with the related offshoots of implementation science and improvement science, offer insights and practices that we find exciting and useful.