ERIC Number: ED475105
Record Type: Non-Journal
Publication Date: 2002-Dec
Reference Count: N/A
Community-Driven School Reform: Parents Making a Difference in Education.
Bilby, Sheila Beachum
Mott Mosaic, v1 n2 Dec 2002
Community-driven school reform is receiving greater attention now as communities become more closely involved with their schools. One such program is a grassroots, faith-based organization called People Acting for Community Together (PACT). PACT is one of about 150 community-organizing groups nationwide that have worked to improve student learning in poor inner-city public schools by building relationships and leading reform efforts to overcome educational bureaucratic inertia. Viewpoints of people involved with PACT and similar projects are presented as lenses through which the reader can appraise the viability of community-driven school reform. The focus of community-driven school reform is enhanced student performance through the involvement of the school community as an educational peer with the school. PACT educates parents on how to focus on real problems of the school and gives parents a vehicle to bring about change to the school. In 2003, the Institute for Education and Social Policy at New York University will begin examining PACT and seven other organizing groups, their organizing strategies, and how their work translates into school change. At this time, reading programs introduced by PACT have shown better results than other programs, such as the whole-language approach. (RT)
Descriptors: Academic Achievement, Community Programs, Elementary Secondary Education, Parent Participation, Parent School Relationship, Partnerships in Education, Reading Instruction, School Community Relationship
Charles Stewart Mott Foundation, Mott Foundation Building, 503 S. Saginaw Street, Suite 1200, Flint, MI 48502-1851. Tel: 810-238-5651; Fax: 810-766-1753; e-mail: firstname.lastname@example.org; Web site: http://www.mott.org. For full text: http://www.mott.org/publications/pdf/Mosaic%20ReprintV1N2.pdf.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: Charles Stewart Mott Foundation, Flint, MI.