Fall, 1999 No. 7 National Network of Partnership Schools
Research Briefs
Network Members Report Low Costs for Quality Partnership Programs
How much do programs of school, family, and community partnerships cost, and what are the results of the investments? Using 1998 UPDATE data from 439 schools, 53 districts, and 8 state departments of education in the National Network of Partnership Schools, the following summarizes how programs of partnership are funded.
Levels and sources of funds. Schools, districts, and states draw from a variety of sources including federal, state, local, and other funds to support their partnership programs and staff, including Title I, Goals 2000, Title VI, Title VII, and Safe and Drug Free Schools allocations.
School data. Reported “adequate” funding was more important than the absolute level of funding for improving the quality of schools’ partnership programs. Program quality improves when adequate funding persists for two years or grows from inadequate to adequate levels. By contrast, program quality stalls when inadequate funding persists or when funding declines over time.
District data. Some districts in the sample are located in states that also joined the National Network. These districts reported significantly higher state technical assistance, general funds, and competitive grants for improving partnerships than districts in states that are not Network members.
Districts using Title I funds for partnerships have more full-time facilitators and support from educators and families to help schools improve their partnership programs.
Districts with a line item in their budgets for partnerships report higher quality programs with more district leadership activities, more facilitation of schools, and greater support from colleagues for partnerships.
Per Pupil Expenditure. The data from Network members helped estimate a “per pupil expenditure” that is needed to support staff and program costs for partnerships at the state, district, and school levels. On average, about $10-$12 per student covers program costs at the school level; about $5-$7 per student supports programs at the district level; and about $0.15-$0.25 per student supports leadership and programs at the state level. For less than $20 per student per year, all states, districts, and schools could begin to build productive partnership programs. This remarkably reasonable level of funding is available from federal, state, and local programs that already emphasize the importance of school, family, and community partnerships for student success.
From: Epstein, J. L., Sanders, M. G., Clark, L. A., and Van Voorhis, F. E. (1999). Costs and benefits: School, district, and state funding for programs of school, family, and community partnerships. paper presented at the 1999 annual meeting of the American Sociological Association, Chicago.
Elementary, Middle, and High Schools Report Progress in 1998 UPDATE
Survey data collected from 375 elementary, middle, and high schools in the National Network of Partnership Schools were analyzed to identify differences and similarities in the development and quality of schools’ programs of school, family, and community partnerships. Middle schools in the sample were very similar to elementary schools in implementing partnership practices. Differences were primarily found between high schools and other school levels in four areas: 1) use of Network tools and services; 2) obstacles to partnerships; 3) meeting challenges for the six types of involvement; and 4) program quality.
Use of Network Tools and Services. At all school levels, respondents reported using the tools and services provided by the National Network, especially the Network’s handbook and newsletter. High school, and, to some degree, middle school respondents reported using or planning to use the Network’s web site and e-mail services more than did elementary school respondents.
Obstacles to Partnerships. Key Contacts to the Network at all school levels reported a lack of funding and time as major obstacles to implementing and improving their partnership programs. High school respondents, more than those at the middle and elementary school levels, reported the lack of parent/family support as a major obstacle to their program development.
Meeting Challenges for the Six Types of Involvement. Key Contacts at all school levels reported in large numbers that they have met key challenges or that they are actively working to meet these challenges. However, more elementary and middle schools than high schools have been able to provide volunteer opportunities to families and community members, and implement regular schedules of interactive homework.
Program Quality. Schools at all levels are making progress in improving the quality of their school, family, and community partnerships, with one exception. High schools, perhaps due to more limited experience with partner-ships, were less likely to report having implemented activities for all six types of involvement.
Analyses reveal three factors that contribute to the overall quality of schools’ partnership programs: general support, Action Team support, and adequate funding. Regardless of level, schools that have widespread support from school personnel, community members, and district leaders, an effective Action Team for Partnerships that works well to plan, implement and evaluate partnership activities, and adequate funding to implement planned activities are more likely than schools without these resources to have higher quality partnership programs. These findings strongly suggest that with commitment and support, all elementary, middle, and high schools can develop comprehensive partnership programs to involve families and communities in productive ways.
From: Sanders, M. G. & Simon, B. S. (April 1999). Progress and challenges: Comparing elementary, middle and high schools in the National Network of Partnership Schools. Paper presented at the annual meeting of the American Educational Research Association. Montreal, Canada.
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