Type 2
Issue No. 13
Fall 2002

UPDATE Data Point to Factors for High Quality Partnership Programs

At the end of each school year, members of the National Network of Partnership Schools complete UPDATE surveys to report progress and challenges. Last spring, NNPS researchers presented results of analyses of 2001 data at the annual meeting of the American Educational Research Association.¹ Here, we summarize conclusions from two papers on factors that promote high quality school, district, and state partnership programs.

How Do Schools Develop High Quality Partnership Programs?²

Analyses of UPDATE data from 577 schools in 2001 revealed three factors that help schools sustain high quality programs of partnerships.

• Action Team structure matters. Schools have higher quality partnership programs over time if the Action Team for Partnerships organizes committees based on the six types of involvement or on school improvement goals. Committees increase the number of leaders and activities and the scope of schools' partnership programs.
  
• Well-organized programs overcome disruptions when leaders change. Changing principals or other leaders may stall progress. However, schools with well-organized Action Teams, well-implemented action plans, adequate funding, and strong support from educators and families, can sustain and improve the quality of their partnership programs. These schools may even strengthen their programs if new leaders add their ideas and support.
• Experience counts. Schools that are members of NNPS longer reported higher quality partnership programs from one year to the next. On average, schools that continue to work on partnerships improve their plans, practices, evaluations, and program quality.

How Do Districts Develop High Quality Partnership Programs?³

The school districts in NNPS vary greatly. Located in 31 states, Canada, and DoDDS, districts range in size from 1 school to over 900 schools. The state departments of education in NNPS are in all regions of the country, from Maryland with 24 districts to California and Texas with over 1000 school districts.

• Data from 79 districts in 2001 indicate that large and small, poor and affluent school districts can develop high quality partnership programs over time if the district leaders:
• Organize district plans, policies, and procedures for partnerships;
  
• Help individual schools establish and sustain their own programs of partnership;
• Evaluate district and school programs;
  
• Develop and sustain a high level of collegial support for partnerships;
  
• Use NNPS tools and participate in national networking activities.
  

These essential elements are not perfected in one year, but a good start helps districts sustain and improve their programs over time.

Summary

Schools, districts, and states in NNPS are becoming increasingly diverse, but there are some common factors that promote high quality partnership programs in all locations. Programs improve with teamwork, written plans and implemented activities, support from colleagues, adequate funding, tools and guidance from sources like NNPS, and persistence. NNPS is working to help all members develop these essential components of high quality partnership programs.

1. These research papers were supplemented by reports from NNPS members Jane Grinde, Wisconsin Department of Public Instruction; Charlotte Castagnola, District B, LAUSD; and Linda Fine, Magnet Middle School, Stamford, CT on their work on partnerships.

2. From: Van Voorhis, F. L. & Sheldon, S. B. (2002). Five-year study: Developing quality partnership programs in schools. Paper presented at the annual meeting of the American Educational Research Association, New Orleans (April).

3. From: Epstein, J. L., Williams, K. J., and Lewis, K. C. (2002) Five-year study: Key components of effects of partnership programs in states and school districts. Paper presented at the annual meeting of the American Educational Research Association, New Orleans (April).

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