Politicians often use community schools as a political ploy
and panacea for saving struggling schools. Both New York Governor Andrew Cuomo
and New York City Mayor Bill de Blasio have decided to concentrate their school
reform efforts on one solution: community schools.
In his 2016 State of the State address, Cuomo pledged 100
million dollars to convert struggling schools into community schools. In 2013,
mayoral candidate Bill de Blasio pledged to open 100 community schools in his
first term. One year later, he directed his schools chancellor to use the
community school model as his school turnaround strategy.
While supporters of community schools may be excited by the
recent attention they have received, they have reason to be cautious. They are aware
of the potential harm Cuomo and de Blasio could cause the community schools
movement if they fail to fulfill their pledges and promises.
I caution community school advocates as they align themselves
with state and local politicians on school-related matters. Unfortunately,
political expediency often trumps what’s in the best interest of children,
particularly when they are poor.
Based on my research, I have the following concerns about
the governor and mayor’s use of community schools as the cornerstone of their
school turnaround model: 1) absence of public trust, 2) lack of relationships,
3) lack of training of school personnel, 4) lack of funding sources and 5)
unsound policies and practices.
First, trust is fundamental to the establishment of
community schools. Unfortunately, the public has trust issues around Cuomo and
de Blasio’s education reform efforts. Teachers’ unions blasted Cuomo for his
failed attempts to implement common core standards and a viable teacher
evaluation system. The principals’ union criticized de Blasio for his
micromanagement of NYC principals, particularly those who lead de Blasio’s
school turnaround program (renewal schools).
Second, community schools are built on relationships between
communities and schools. Relationships are established on trust, respect,
collaboration and communication. Cuomo and de Blasio should understand that
money, while important, is not what establishes sustainable and effective
partnerships.
Third, school personnel—starting with principals—are not
trained in establishing partnerships. It takes time and strategy to enable school
leaders to develop turnkey training for their staff.
Fourth, when partnerships are built on a single funding
stream, they are more likely to dissolve once that funding source dries up. If
partners are not aggressively pursuing funding streams outside of city, state
and federal sources, school-community partnerships are likely to end when the
funding dries up.
Fifth, Cuomo and de Blasio must also understand that if they
continue to implement poor policies that significantly contribute to schools
failing, community schools will not succeed in their lofty mission.
These policies include enrollment practices that feed
failure and segregation in schools, particularly in poor neighborhoods. They
also contribute to a lack of equity, both in funding and the redistribution of
effective teachers where they are needed most. For instance, a poor student is
more likely to have an inexperienced teacher than a wealthy student.
In short, while community schools hold some promise for poor
and disadvantaged children, they are not a panacea for struggling schools. Cuomo
and de Blasio should resist the political temptation to offer community schools
as an educational silver bullet. Poor children
will likely continue to lose if this approach persists.
Finally, I believe community school advocates have an
ethical obligation to hold Cuomo and de Blasio accountable for what they are
espousing about school reform. Cuomo and de Blasio’s rhetoric must match their actions
with regard to supporting policies and practices that help make community
schools work.
Bernard Gassaway, Ed.D.
Former NYC superintendent of alternative schools
and programs and principal of Boys and Girls High School and Beach Channel High
School
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