The federal government can support college readiness by fostering organizational partnerships that coordinate services, share data, and smooth the transition from high school to college.
Partnerships for Collective Impact
The work of teachers unions in Chicago and nationwide offers a promising model of teacher and community engagement.
Districts need to develop robust measures to track their students’ college readiness, starting as early as elementary school – and use those measures to put supports and interventions in place.
Boston University and the Malden, Massachusetts, school district worked with the community to support English learners and develop a curriculum around five “habits of mind.”
A collaboration in Worcester, Massachusetts, between the district, higher education institutions, and community organizations, including a Spanish-language television program, provided culturally responsive out-of-school enrichment programs for English learners.
An out-of-school program for fourth-grade English learners in Austin, Texas – jointly developed by the school district, the City of Austin and a local community group – has co-constructed a curriculum that incorporates the Aztec dance or ceremony Danza Mexica as a core component.
Partners from Chicago Public Schools and local education organizing groups share their experiences with the PASSAGE initiative.
In Nashville, the school district has partnered with law enforcement, juvenile justice, community organizations, parents, and students in efforts to tackle inequitable disciplinary practices.
Representatives from Open Society Foundations and The Atlantic Philanthropies discuss philanthropy’s role in school discipline reform.
Ending identity-based discipline disparities will require transformative partnerships that focus on both school-level and systems-level change.