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06.21 Real Discussions with Real People: A Conversation about Job Creation

Thursday, June 21st, 2012 | Allison Rizzolo

During the economic downturn, 450,000 residents of the New York / New Jersey / Connecticut region lost their jobs. While that's a lot of people out of work, we were still better off than most of the nation. As a region, what strengths can we leverage and how can we collaborate - as citizens, business leaders, students or community members - to support job creation in the tri-state area? And what choices, challenges and tradeoffs will we have to weigh in doing so?

Last month, during "The Jobs Crisis: From Arguments to Solutions," Public Agenda gathered with a group of local stakeholders - from entrepreneurs to retirees, from college presidents to students - to weigh in on our region's priorities and discuss how we can best collaborate and invest our resources to create jobs.

We were also joined by a pair of experts - Chris Jones from the Regional Plan Association, an expert in regional job creation, and Public Agenda's Jean Johnson, an expert on what the jobs crisis means to the public and the author of Where Did the Jobs Go?

While we weren't intending to solve the region's job problem in the space of an hour and a half, we hoped to help participants elaborate on their own thinking. Our public engagement team facilitated table dialogues on one facet of the situation: how to prioritize investments in both human and physical infrastructure - education, transportation, child care and housing - as it relates to job creation.

All of the evening's participants agreed that education - both K-12 and higher ed - was the most important investment that the region can and must make: If you don't have an educated workforce, everything else falls apart, was one table's takeaway. Participants also considered all four choices as both important and interconnected and recognized that the concern of how to pay for this investment looms large. All in all, participants viewed their investment prioritization with a good deal of nuance, and the event provided a means for authentic deliberation around an important issue, instead of just an artificial debate.

We hope, through events such as this one, we can open up the conversation around critical yet divisive issues to embrace a broader level of thinking that transcends a politically polarized and unproductive debate. If you are in the New York region and interested in participating in an event like this in the future, let us know!


06.07 Duncan, King and Walcott: City, State and National Reformers Gather to Discuss the State of Education

Thursday, June 7th, 2012 | Allison Rizzolo

For the first time ever, Secretary Arne Duncan, Commissioner John King and Chancellor Dennis Walcott gathered together in one room to talk about education reform. During Philanthropy New York's 33rd Annual Meeting, on Monday, June 4th, the three education reformers addressed controversial subjects such as teacher effectiveness, student assessments, Common Core and school turnaround.

During the discussion, moderated by WNYC's Beth Fertig, there was a surprising and encouraging degree of agreement among the education leaders, who represented the city, state and national levels. All three repeatedly returned to a number of basic principles and values.

Giving our children access to a well-rounded education is our utmost priority. With Common Core, which was mapped backward from a lens of college and career success, the education leaders hope the system can move toward a well-rounded model of education. People who know more about the world tend to read better, said Commissioner King.

We need to lift up and strengthen the teaching profession. "When we say teaching doesn't matter, we demean these extraordinary teachers and principals that are making an amazing difference in our students' lives," said Secretary Duncan. All three agreed that it would do no good to simply raise the bar and tell students to meet it; our education system needs to also help our teachers teach more effectively.

We need multiple measurements. Whether we are assessing students, teachers, principals, schools or states, we have to look at multiple measures and avoid situations where reliance on one measure creates perverse incentives that are harmful to students.

"I think we're in a golden age of changing education like never before," said Chancellor Walcott. Yet with our economic reality and fiscal challenges, is this "golden age" sustainable? All three pointed to the importance of philanthropy in helping the education system and third-party organizations, like Public Agenda, which experiment with innovations, integrate technology, build strong leadership and support the courses that contribute to a well-rounded education.

"If you want our children to do better in math, try some music. If you want to our kids to sit and concentrate in class, try some recess," said Secretary Duncan. "We can't let tough budget times be an excuse for perpetuating the status quo that is not working for our young people."

A recording of the panel is available online, and you can read tweets from the event as well. Want to join the discussion? Mention @PublicAgenda on Twitter and use the hashtag #PNYMeet.


02.01 The High Stakes of Stakeholder Engagement: A Plea for Careful Planning from Public Agenda

Wednesday, February 1st, 2012 | Allison Rizzolo

This post was written for the 20 community colleges participating in Completion by Design, a five-year Bill & Melinda Gates Foundation initiative that aims to significantly increase completion rates for low-income students under 26. As a “National Assistance partner” for Completion by Design, Public Agenda provides direct assistance to the colleges to help them build capacity for solutions-oriented dialogue among faculty, staff and administration. Here, Public Agenda's Alison Kadlec discusses best practices for authentic internal stakeholder engagement. While the post is geared toward Completion by Design planning teams, the principles are useful for any authentic engagement process.

Public Agenda is in the midst of finishing a user-friendly Internal Stakeholder Engagement toolkit to support cadres and colleges efforts to more effectively engage key internal stakeholders (faculty, staff, and administration) during the final quarter of the planning year. While the short-term goal of this toolkit is to help the Senior Partners, Managing Partner Directors, cadre team leads, co-leads and trained facilitations engage internal stakeholders to inform the design of the cadres model pathway plans, it is important that cadres also take a broader view of this work and plan accordingly

Authentic engagement of key internal stakeholders is tricky and can backfire if not done carefully and well—and good intentions are not enough to guarantee success. Even in the context of great ideas and the best of intentions, lack of goal clarity, poor issue framing, unskilled facilitation, and inattention to the seemingly mundane details of process can undermine trust and alienate the very people who are and could be the most important change-agents on behalf of student success and completion.

To be clear, we do not mean to suggest that these are mysterious matters that are beyond the capacities of the capable professionals that make up this initiative. We only wish to caution you against moving too quickly, to take the time to plan your engagement activities carefully so they reap the greatest benefits and avoid the pitfalls that hastily-designed efforts can fall into.

As you well know, community college faculty, staff and administrators are some of the hardest working and most dedicated people in this country, and it is difficult to overestimate the importance of the work they do every day (even the ones who drive you crazy). In a climate that combines shrinking resources and greater need than ever, these vital internal stakeholders are stretched thin, weary and wary. Yet their knowledge, expertise, and commitment are critical to meeting the challenges around student success and completion.

Given the tight timeframe and heavy lift involved during the compressed planning year, it is tempting to rush ahead without paying sufficient attention to the core principles, golden rules and red flags of engagement. But the costs of doing so can be steep: with each poorly designed engagement event or activity, you make it harder and harder to win the confidence of the people that you most need as partners in change, the people who you will need to carry out the work with you post-planning year.

The toolkit we are producing for January 23 is designed to support high-quality, solution-oriented dialogue, deliberation, planning and action by diverse actors so they can play a more robust and constructive role in meeting your shared challenges. It will include a number of discrete elements, presented for easy use on short time-lines.

But don’t get us wrong, there definitely is work you can be doing now. Between now and January 23, we recommend that you and your team think carefully and take the time to articulate clearly to one another your views on how better dialogue, deliberation and coordinated action will help you promote greater student success and completion. Ask yourselves the following questions:

  • What are the key challenges you face as you work to more effectively and efficiently support student success and completion?
  • Who are the actors/stakeholders who can best inform your efforts?
  • Who will play a major role in implementing needed change, who can undermine or endanger your efforts if they feel railroaded rather than engaged as partners?

  • What do you hope to accomplish through stakeholder engagement and how will the methods and strategies you employ set you up for success?
  • What is the worst case scenario coming out of a round of stakeholder engagement, and what can you do during the planning, execution and follow-up phase to mitigate the chances of this outcome?
  • What are the best-case outcomes that you are hoping to achieve, and what is the single most important thing you can do to bring that about?

    Once you’ve begun to think these questions through, the materials we will provide in the toolkit can help you develop and implement the most promising strategies and methods for engaging the critical stakeholders who can make or break your efforts to improve, and even transform, how students achieve meaningful degrees and credentials.


01.24 You Can't Do It Alone: A New Guide to Creating Sustainable Change in Education Reform

Tuesday, January 24th, 2012 | Allison Rizzolo

Far too often, throughout our work in the education field, we've seen even the most earnest and promising ideas from experts and reformers for improving schools and ramping up student learning met with confusion, anxiety or even anger from teachers, parents, students or community members.

A new book from Jean Johnson provides a resource for education leaders on a variety of reform areas, including evaluating teachers, turning around low-performing schools, and building support for world-class standards. You Can't Do It Alone, from Rowman & Littlefield, summarizes a decade of Public Agenda opinion research among teachers, parents, and the public. It offers tips on what leaders can do to more successfully engage these groups in reform areas and integrates a theory of change and public learning developed by our founder Daniel Yankelovich. It also provides some practical rules of the road for promoting the kind of dialogue that leads to consensus and action.

To propel change-and to sustain it-school leaders need to listen thoughtfully to the community, act in ways that alleviate negative response and engage teachers, parents, students and the broader community in the mission of reform.


01.13 Democracy in the 21st Century: Engaging Students to be More Civically-Minded

Friday, January 13th, 2012 | Allison Rizzolo

As Americans nationwide voice concern about the health of our democracy and our ability to work together to solve the problems facing the country, civic learning as a priority in education has plummeted. How can we move it from the periphery of education to the center? What experiences should schools, colleges and universities offer to prepare their students to be productive citizens? How can 21st century learning inspire our nation's young people to be more civically-minded, engaged and ready to lead?

On Tuesday, January 10th, Dr. David Mathews, Public Agenda board member and president of the Kettering Foundation, and Public Agenda's Jean Johnson, who is a board member of the National Issues Forums, traveled to the White House to explore these questions. As participants in "For Democracy's Future: Education Reclaims Our Civic Mission," they joined Secretary of Education Arne Duncan, other senior Obama Administration officials and higher education, government, business and philanthropy leaders to discuss how to help students take on their roles as citizens and future leaders.

The Kettering Foundation and National Issues Forums (NIF), both longtime partners and collaborators of Public Agenda, are doing important and extensive work in the role of higher education in democracy. Kettering is looking at how higher education can prepare young people for their role as citizens, while NIF will publish a citizens’ discussion guide on the mission and future of higher education in the spring. The guide will be used in communities and campuses nationwide as part of the American Commonwealth Project, a co-sponsor of the White House event.

Dr. Mathews, who moderated a panel discussion with a group of students and educators, explored how to define a citizen and what we mean by the word democracy. "We're living in a time when there's a contest over the meaning of democracy," he said. "It's a serious matter, and the key to it… is controlled by the way we understand the role of its citizens."

Ms. Johnson later reported on a breakout session discussing how this moment, one of crisis for the democracy, can also be a moment of opportunity, one where higher education can play an enormous role. But in order to do so, she reported, "we will have to change the expectations we have of higher education, higher education faculty, and students."

Participants in the session came up with a number of recommended capacities and experiences for higher education institutions to foster in order to encourage students to take on their role as citizens and future leaders. Among them:

  • Students and courses should focus more on problem-solving
  • Students should gain the skills and experiences that help them become "agents of change" and learn how to "make an idea happen"
  • Students should "model democratic practices to solve problems," especially in student government
  • Students should have the experience of "participating in dialogue on controversial issues"
  • They should have the skill and experiences that allow them to "form relationships that create imagination"
  • Higher education should develop in students the "hunger to understand how things work so they can weigh in and participate in problem-solving"
  • Students should learn that "listening is as important as having a voice"
  • Higher education can join forces with K-12 education, communities, etc. so that "civic agency becomes a national priority."

"For Democracy's Future" coincided with the release of two reports, one from the National Task Force on Civic Learning and Democratic Engagement, commissioned by the U.S. Department of Education, and the other from the Department itself. It also marked the launch of a year of activities to revitalize the democratic purposes and civic mission of American education.

Arne Duncan, Secretary of the Department of Education, and Martha Kanter, Under Secretary of the Department, both spoke at the event. You can listen to their remarks and see other footage from "For Democracy's Future," including panel discussions and breakout session reports, here and here.

How can we, as a nation, make civic and democratic learning for all students a top national priority? Do you have any ideas for how colleges and universities can rise to this challenge? Share them here or on our Facebook wall, or tweet us your ideas.


12.22 Engaging Your Community: Varied Opportunities for Deliberation and Dialogue

Thursday, December 22nd, 2011 | Allison Rizzolo

The materials that we have helped develop to involve instructors in K-12 and higher education reform are flexible and varied, and administrators, educators and others can use them in a variety of contexts. Creating diverse occasions for dialogue is a key to effectively and authentically engaging stakeholders, and is our next core principle for public engagement.

Create multiple, varied opportunities for deliberation and dialogue

People need to go through a variety of stages to come to terms with an issue, decide what approach they are willing to support and figure out how they can make their own contribution.

A strong engagement initiative will be inclusive as well as iterative, giving people multiple and varied opportunities to learn about, talk about, think about and act on the problem at hand. Community conversations, "study circles," online engagement strategies and media partnerships are a few of the possibilities.

This blog post is part of our series on core principles for effective public engagement.

Read earlier principles of public engagement. If you have any questions, just ask, either here, on our Facebook page, via Twitter or email Allison Rizzolo.

We also have many more tools to help foster community and public engagement. These include Choicework discussion guides, deliberative discussion starters for flexible use among diverse participants, and their corresponding videos; reports outlining engagement recommendations and principles; and case studies in community and state engagement.

Also be sure to sign up for our biweekly newsletter to receive regular updates on what's going on in the world of public opinion research and public engagement.


12.19 Engaging Your Community: Overcoming Wishful Thinking and Other Barriers

Monday, December 19th, 2011 | Allison Rizzolo

When engaging people on a tough public problem like education reform or a region's transportation needs, obstacles and resistance are bound to creep up. Here are a few tips you can use to help them move beyond pipe dreams, recognize and accept trade-offs, and work through obstacles and resistance.

Help people move beyond wishful thinking

The trade-offs that are embedded in any issue that citizens must confront should be brought to the surface. A strong public engagement initiative will look for diverse ways to achieve realism and seriousness (not to be confused with humorlessness) in the public debate and help people move past knee-jerk reactions and wishful thinking. Challenge leaders who pander to people's wishful thinking and provide corrective information once it's become clear the public is "hung up" on a misperception or lacking vital information.

Expect obstacles and resistances

People are used to doing things in a particular way, and it is hard work to grapple with new possibilities. It may even threaten their identities or interests (or perceived interests) to do so. It therefore takes time, and repeated opportunities, for people to really work through problems, absorb information about the trade-offs of different approaches and build common ground.

Read earlier principles of public engagement. If you have any questions, just ask, either here, on our Facebook page, via Twitter or email Allison Rizzolo.

We also have many more tools to help foster community and public engagement. These include Choicework discussion guides, deliberative discussion starters for flexible use among diverse participants, and their corresponding videos; reports outlining engagement recommendations and principles; and case studies in community and state engagement.

Also be sure to sign up for our biweekly newsletter to receive regular updates on what's going on in the world of public opinion research and public engagement.


11.14 Engaging Your Community: Use Information Wisely

Monday, November 14th, 2011 | Allison Rizzolo

While we were conducting the research for our recent study, Don't Count Us Out, members of the public told us that an abundance of technical information can be jarring and confusing, and that they are actually quite skeptical about the accuracy of statistics and measurements. When providing information for a group of people to help them deliberate an issue, it's crucial to weigh the amount, type and timing of that information:

Provide the right type and amount of information at the right time

It is helpful to provide people with carefully selected, essential, nonpartisan information up front in order to help them deliberate more effectively, but it is equally important to avoid overloading people with a "data dump." Concise and thoughtfully presented information is useful, but too much all at once can result in people feeling overwhelmed. It plays to the experts in the room while disempowering the regular citizens. In fact, too much information may actually erode public trust instead of augment it.

Instead, beyond a few salient essentials, people should themselves determine, through their deliberations, the information that will allow them to move deeper into an issue. Enabling people to better determine their informational needs is one of the most important purposes and outcomes of public engagement.

This blog post is part of our series on core principles for effective public engagement.

Read earlier principles of public engagement. If you have any questions, just ask, either here, on our Facebook page, via Twitter or email Allison Rizzolo.

If you are looking for tools for engagement, including information about our Choicework guides and their corresponding videos, as well as case studies in public engagement, check out the public engagement section of this website.

Also be sure to sign up for our biweekly newsletter to receive regular updates on what's going on in the world of public opinion research and public engagement.


10.26 Engaging Your Community: Framing for Deliberation

Wednesday, October 26th, 2011 | Allison Rizzolo

Is Social Security a failed system in need of replacement or a successful one in need of normal maintenance? Is the public school system the best hope for democracy or a state monopoly immune to reform?

The presentation of information, facts and arguments is not neutral. Different presentations, depending on language and word choice, can have very different impacts and can evoke very different connotations and reactions from our listeners. This presentation provides a context, or a frame, through which people make a value judgments.

How does framing matter in the context of engaging one's community? When working toward authentic engagement, it is important to frame an issue for deliberation, as opposed to persuasion. Framing for deliberation is another core principle for authentic engagement.

Frame issues for deliberation

Framing for deliberation involves clarifying the range of positions surrounding an issue so that citizens can better decide what they want to do. Your charge in engaging your community is not to get your audience to do what you want to do, and it is important you consciously avoid framing to persuade an audience by defining an issue to your advantage.

Framing for deliberation can happen naturally, but in order to encourage this, it is important, again, to speak the language and address the concerns of your community members. Framing an issue for public deliberation requires focusing more on values-related conflicts and broad strategies than on technical details and tactical minutiae, which are more the province of experts. It means, in essence, helping people wrestle with different perspectives and the pros and cons of going down different paths.

Framing for deliberation communicates that there are no easy answers and that many points of view are welcome and essential to the discussion. This technique (which Public Agenda calls "Citizen Choicework") also helps people with very different levels of expertise engage both the issues and one another more effectively than a wide-open discussion with no structure.

Read more about framing or earlier principles of public engagement. If you have any questions, just ask on our Facebook page or via Twitter.

We also have many more tools to help foster community and public engagement. These include Choicework discussion guides, deliberative discussion starters for flexible use among diverse participants, and their corresponding videos; reports outlining engagement recommendations and principles; and case studies in community and state engagement.


10.20 Community Conversations: Working together to improve student success

Thursday, October 20th, 2011 | Allison Rizzolo

The guest list for a community conversation in Coolidge, Arizona two weeks ago included small business owners, faculty and administration of colleges and universities, students, K-12 teachers and principals, representatives from local community-based organizations and even the chief of police. It was an impressively diverse group gathering to talk to about how to improve the success and completion rates of college and university students in their community.

The meeting is part of an initiative, funded by the Lumina Foundation, to increase productivity within US higher education nationwide, particularly among 2- and 4-year public institutions. As part of this effort, Public Agenda is training moderators and recorders for community conversations of this kind in multiple states.

After 2 hours of small group dialogues using our Choicework model as a discussion guide, the participants reconvened to share their thoughts on next steps. Every group agreed that partnerships between K-12 institutions, community colleges and universities will be essential for ensuring readiness and, ultimately, completion for their community's students. We are hopeful that communities across the country are able to capture the energy of dialogues like this one and mobilize to increase the success of students in their community.


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