ERIC Number: ED467445
Record Type: Non-Journal
Publication Date: 2000-May
Reference Count: N/A
Creating an Appetite for Change: Leaders' Perspectives on Promoting K-16 Reform through Community Collaboration.
Reisner, Elizabeth R., Ed.
On September 9th and 10th, 1999, four leaders of three communitywide educational collaborations met to discuss their experiences in promoting large-scale education reform spanning elementary, secondary, and postsecondary levels. They had met over the last 6 years through their participation in the Community Compacts for Student Success initiative. The purpose of the initiative was to improve the educational performance of all students, particularly those held back by poverty and race, through systematic, large-scale education improvement efforts guided by coalitions of local leaders from education, business, and the community. This report is a product of the evaluation of program sites. The format of this report is a conversational interview with the four education leaders. Topics discussed include what factors motivated educators to engage in communitywide collaboration, the importance of involving higher education, organizational issues in promoting collaboration, the role of the collaborative Compact Director, how success is measured, using resources to support K-16 collaboration, taking K-16 improvement and integration to scale, and advice for others. The report concludes with a background on the meeting participant, the community compacts, and the Education Trust, and a description of program standards and performance indicators. (RT)
Descriptors: Community Involvement, Cooperation, Curriculum Design, Elementary Secondary Education, Higher Education, Partnerships in Education, School Community Relationship
Policy Studies Associates, Inc., 1718 Connecticut Avenue, N.W., Suite 400, Washington, DC 20009. Tel: 202-939-9780; Fax: 202-939-5732; Web site: http://www.policystudies.com/.
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: Policy Studies Associates, Inc., Washington, DC.