An extensive study of collective impact, community schools, and other comprehensive educational opportunity initiatives in eight cities concludes they are a calming force and “show promise.”
For the past four years, CEE Executive Director Michael A. Rebell and Policy and Research Director Jessica R. Wolff, together with two faculty colleagues at Teachers College, Carolyn J. Riehl and Jeffery R. Henig, have been working on a major study of broad, multi-sector collaborations for education that can involve government, schools, business, universities, foundations and nonprofits. The final report of this important project, which was supported by The Wallace Foundation, has now been released.
While collaborations of this kind have existed for more than 100 years, collective impact has in recent years attracted attention nationwide as communities try to tackle problems that are too complex for any one institution to solve on its own. Despite the growing interest, however, there has been little research on contemporary forms of cross-sector collaboration.
Although they face a number of challenges, “current collaborations show promise for creating a new kind of venue to bring local partners together who often have not cooperated in the past and have even been in conflict,” the authors say. “Importantly, most of the collaborations we studied seem to have helped calm often-contentious urban education politics and establish enough stability for partners to move forward.”
The report is the third and final in a series, presenting findings from comparative case studies of eight such initiatives across the country. Between 2015 and 2017, researchers took an in-depth look at three collaborations—All Hands Raised in Multnomah County, OR; Milwaukee Succeeds; and Say Yes Buffalo—and a more limited look at five others (Alignment Nashville, Chatham-Savannah Youth Futures Authority, Northside Achievement Zone in Minneapolis, Oakland Community Schools, and Providence Children and Youth Cabinet). They visited each city one or more times to observe meetings and other activities and interview participants and stakeholders.
The report takes a comprehensive look at the components of collective impact, from funding to data use to strategic relationships. Among the many findings are the following:
The Center for Educational Equity was an early leader of work on cross-sector collaborations to provide comprehensive educational opportunity; our writing and teaching in this area began over ten years ago. Some of our contributions including history, theory, and legal research, can be found here.
There’s nothing funny about the violation of children’s educational rights, especially when those rights relate to students’ preparation to participate in and help shape our democracy as active and effective civic participants.
That said, we think you’ll both laugh at and learn from this brand-new The Daily Show with Trevor Noah episode featuring Cook v. Raimondo, the federal lawsuit filed by Center for Educational Equity executive director Michael Rebell last fall.
The Daily Show correspondent/comedian Jaboukie Young-White sat down with Michael Rebell as well as high school students Aleita Cook and Musah Mohammed Sesay, two of the lead plaintiffs who are standing up for all students whose civic-education rights have been violated.
Summary of Cook v. Raimondo
In addition to this national legal effort, the Center for Educational Equity is leading a number of state-level initiatives focused on policy development, research, and public engagement to advance students’ educational rights.
Cook v. Raimondo was filed in the U.S. District Court in Providence, Rhode Island, to confirm the constitutional right of all public school students to a civic education that prepares them adequately to vote, exercise free speech, petition the government, actively engage in civic life, and exercise all of their constitutional rights under the 14th Amendment, and under Article 4, Section 4, of the U.S. Constitution. Oral argument on plaintiffs’ and defendants’ recent motions is expected to take place this summer, before the Honorable William E. Smith, Chief Judge of the U.S. District Court for Rhode Island, and a decision is expected to be rendered in the fall.
The legal history of educational equity in New York State, from the Campaign for Fiscal Equity (CFE) case to current legal efforts to compel the state government to honor students’ rights, has never been told–until now.
On June 12th, Center for Educational Equity (CEE) executive director Michael Rebell testified before the New York State Advisory Committee of the U.S. Commission on Civil Rights, which is preparing to issue a report on equity and funding in New York. As lead counsel in the CFE lawsuit and–in his independent, pro bono capacity–as co-counsel for the families and organizations who in 2014 filed the follow-up suit, New Yorkers for Students’ Educational Rights (NYSER), Rebell is exceptionally qualified to tell that story. And although CEE, as a part of Teachers College, is not participating in the NYSER lawsuit, the core aims of that endeavor align with our vision of educational equity and justice, and we believe that all education stakeholders should be aware of it.
The CFE case began in 1993, 26 years ago, and yet, today, as both research and the lived experiences of families affected by educational-rights violations show, students throughout our state, particularly those living in poverty and those who are Black or Brown, are still not receiving even the basic learning opportunities to which they are entitled.
Needless to say, that has major implications, not only for the young people themselves but for the kind of society we live in and whether we will one day live up to our stated values of liberty, equality, and justice for all. But, as they say, in order to get where we’re going, we have to know where we’ve been.
This new report from the Center for Educational Equity offers insights into the resources and practices necessary to prepare students for civic participation in accordance with students’ constitutional rights. The pilot study on which the report is based documented major disparities in learning opportunities among the study schools, including in the following areas: (1) quality, up-to-date history, civics, and government courses; (2) experiential learning opportunities in and outside of the classroom; and (3) access to a full basic curriculum.
Preparing future generations for their civic roles in a democracy has historically been an essential purpose of schooling in the United States. In most states, including New York, preparation for civic participation is also central to the right to education, afforded to all students by the state constitution.
New York’s highest court, the Court of Appeals, ruled in the Campaign for Fiscal Equity (CFE) case that the state government has a constitutional obligation to provide all students “the opportunity for a sound basic education ” that prepares them to “function productively as civic participants.” It further held that adequate resources for that purpose must be available in every school.
New York State is poised to be a leader in this area. The Board of Regents (the state’s top education policy-making body) and the State Education Department have taken important steps to elevate New York schools’ civic mission. They included “civic readiness” among the measures of student performance to be used for school accountability and support in their federal Every Student Succeeds Act (ESSA) plan that was approved in January 2018. In September 2018, they established a statewide Civic Readiness Task Force.
However, efforts to understand and promote civic readiness have not explored the school-level specifics–that is, the extent to which individual schools are or are not equipped to provide the learning opportunities needed for civic preparation and how access to necessary resources and practices varies across schools. These details establish key reference points for families, educators, school officials, and policymakers who want to understand the relationship of civic learning opportunities to outcomes and to develop and advocate for more effective and equitable civic-learning practices.
In 2017, the Center for Educational Equity decided to take a closer look. Through in-depth interviews with educators, among other sources of information, our researchers compared three typical New York City high schools and three suburban high schools in the New York City metro area, obtaining insights into the resources and practices necessary to prepare students for civic participation, and explored the extent to which these and other learning opportunities were actually available in each school.
We found disparities among our schools in many of the civic learning areas we examined, including
This research suggests trends and issues that should be tested and explored through further research with a larger, fully representative sample of public schools, including elementary and middle schools as well as schools in rural schools and small cities.
The broad disparities in civic learning opportunities also suggest the need for statewide public dialogue to develop a shared understanding of the civic competencies that students must develop and the civic learning opportunities that students must be provided.
We hope this study contributes to that effort by advancing an understanding of how to ensure that all schools can prepare students to be civic ready.
Please email us at email@example.com and let us know how you decide to use these resources and tools.
Last fall, 14 students from Providence and other Rhode Island school districts filed a major lawsuit asking the U.S. District Court to confirm the constitutional right of all public school students to a civic education that prepares them adequately to vote, exercise free speech, petition the government, actively engage in civic life, and exercise all of their constitutional rights under the 14th Amendment, and under Article 4, Section 4, of the U.S. Constitution, which guarantees the citizens of each of the states a “republican” form of government.
Michael A. Rebell, executive director of the Center for Educational Equity at Teachers College, Columbia University, is lead counsel in this test case, working with three Rhode Island attorneys. Rebell chose to bring the case in Rhode Island after he and students from Teachers College and Columbia Law School who participated in his “Schools, Courts and Civic Participation” seminar last year had closely examined the educational systems, legal precedents, and degree of community support in a number of states throughout the country and determined that Rhode Island would provide the best venue.
“I have attended the public schools in Rhode Island for my entire life and have not been exposed to how to engage sufficiently in critical thinking or even the basics of how to participate in democratic institutions,” said Musah Mohammed Sesay, a co-plaintiff and senior at Classical High School in Providence. “It is only through my work with advocacy organizations outside of school that I have become aware of what is missing from my preparation in school for adult life as a fully engaged member of the community.”
The defendants are the governor and legislative leaders as well as the commissioner of education and the state board of education. The attorney general, representing the governor and the legislative leaders, filed one brief, and the commissioner and the state board of education, who are represented by counsel for the commissioner and the board, filed a second brief. Both sets of defendants asked the court to dismiss the complaint, arguing, among other things, that the U.S. Supreme Court held in 1973, in San Antonio Independent School Board v. Rodriguez, that there is no right to education under the U.S. Constitution.
Plaintiffs’ 66-page brief, filed last week, countered that the Supreme Court specifically left open for decision at a later date the question of whether there may nevertheless be a right to a sufficient “quantum of education” to meaningfully exercise the rights to speak freely and to petition the government under the First Amendment, and the right to vote under the 15th Amendment. Plaintiffs are also asking the court to consider whether there is a right to education under the Privileges and Immunities Clause of the 14th Amendment and the Republican Guarantee Clause, both of which have rarely been applied by the Supreme Court.
An amicus brief on behalf of leading national civic-education scholars was also filed by the firm of Debevoise & Plimpton to inform the court of the consensus of leading scholars, educators, policymakers, and research institutes throughout the country regarding the full range of knowledge, skills, experiences, and values that schools need to convey to students in order to prepare them to function productively as civic participants.
Oral argument on the motions is expected to take place this summer, before the Honorable William E. Smith, Chief Judge of the U.S. District Court for Rhode Island, and a decision is expected to be rendered in the fall.
READ THE LEGAL COMPLAINT AND THE BRIEFS ON THE MOTIONS TO DISMISS: www.cookvraimondo.info
READ MORE ABOUT THE LAWSUIT IN THESE ARTICLES: NY Times: Are Civics Lessons a Constitutional Right? These Students Are Suing for Them The Atlantic: The Lawsuit That’s Claiming a Constitutional Right to Education
Participate in a Conversation on Creating a Roadmap to Equity in Civic Education
Tuesday, May 28, 2019
3:30 p.m. – 5:00 p.m.
Far too many New York students leave school unprepared to participate in and shape our democracy, despite their constitutional right to an education that prepares them for effective civic engagement. It’s no surprise that, on average, these students are less likely to participate in civic and political life as adults.
On Tuesday, May 28, 3:30 p.m. to 5:00 p.m., the DemocracyReady NY Coalition–convened by the Center for Educational Equity at Teachers College, Columbia University–invites New York education stakeholders to participate in a free, interactive conversation exploring K-12 civic-education opportunity gaps as well as strategies to achieve statewide equity in civic learning.
New research findings from the Center for Educational Equity’s pilot study of selected New York high schools will ground the conversation in real-world examples of civic-education inequities across school types. And featured stakeholders–including a student, a teacher, a parent, and a school-boards representative–will share their perspectives and potential solutions.
Webinar participants will walk away with practical, action-oriented ideas on how to support and join the movement to ensure all New York students graduate high school fully prepared for effective civic participation.
Advance registration is required. Visit www.democracyreadyny.org to learn more and register. We look forward to your participation on the 28th!