Many public concerns regarding the educational system in today’s complex society are interrelated and widespread. Thus, the need to address pervasive problems in schools and communities provide a compelling reason for government, nonprofit and profit organizations to join forces and march toward a common purpose.
In the quest to create a more equitable society and to maximize success for all students, the topic of school, family and community relationships has been comprehensively discussed (Sheldon, 2011). In fact, some studies support collaborative relationships across different sectors in society as a meaningful way to address global issues and public concerns. Existing research suggests that there are advantages to collaborative relationships, including those between schools and other organizations. For example, Epstein and Sanders (2006) offered research-based findings that focus on strengthening communication and the need to build meaningful relations and strong alliances between schools, parents, and the community in order to improve the academic performance of students on the one hand, and the administrative efficiency of the school on the other.
Developing and sustaining an effective coalition or partnership requires having an understanding of the stakeholders and the ability to create a culture that fosters collaboration and a shared vision. Kowalski (2008) pointed out that, “vital tasks, such as constructing a shared vision and implementing a strategic plan, require broad-based participation – both within and outside districts and schools” (p. xviii). These types of relations are described as partnerships between “schools, and community individuals, organizations, and businesses that are forged to directly or indirectly promote students’ social, emotional, physical, and intellectual development” (Epstein & Sheldon, 2002, p. 31).
Bolman and Deal (2008) suggest that school-community partnerships may benefit from mutual understanding of the purpose and success of partnerships between the school organization and the public and weighing the opinions and interests of each stakeholder. Houge (2012) noted that a well-established school-community partnership is related to school success. Numerous studies have supported the view that school-community partnership increases academic growth of learners (Bryan, 2005; Epstein & Sanders, 2006; Marzano, Waters, & McNulty, 2005; Pohan & Adams, 2007; Sanders, 2008). Furthermore, learning institutions become more successful in terms of student academic achievement when they perform their functions in collaboration with the community than when performing alone devoid of any engagement and involvement (Lawson et al., 2007).
While it could be argued that an effective school-community relationship or partnership will result in increased student learning outcomes, a misguided or ineffective partnership would not only miss positive results of such kind but might also pose harm to both parties (Epstein, 2009). Achieving durable results from school-community partnerships especially the improved academic performance of students may also depend on the type of interactions and relationships among the stakeholders. In Effect, Epstein (2009) not only claimed that partnerships between the school and the community need to be established but such partnerships must also be organized and well-planned in order to achieve success. By doing so, the advantages of creating and sustaining an effective partnership will be maximized both by the school and the community as a whole.
Effective and efficient school-community partnerships have a positive impact to student achievement. Henderson and Mapp (2002) observed that monetary help from the community can provide a flexible instrument in maintaining and ameliorating facilities, classroom tools and school programs and activities. However, they added that voluntary workers from the community also help the schools. Sanders (2003) supported this idea when she pointed out that in implementing school activities and programs and in providing help to students and teachers in the classroom, voluntary hours from the community are a major component. In general, much research suggests that improvement in school facilities and programs will lead to increased student academic achievement.
Investigating the perspectives of stakeholders, as well as partnerships practices and processes, may provide more insight into the changes needed to maximize support among stakeholders. Obtaining sustainable results requires incorporating research-based strategies and innovative ways that support communication and collaboration efforts among stakeholders. As Epstein (2009) suggested, “educators who are mindful of the potential inherent in involving family and community members, who plan and implement effective practices, and who monitor progress and meet challenges that occur will ultimately see more students experience greater success in school” (p. 52).
Although school leaders recognize the importance of establishing collaborative partnerships with external publics, the factors needed to maintain effective relationships with parents, local businesses and community-based organizations need further exploration. Research suggests that public schools are highly vulnerable to external pressures as a result of limited resources and financial constraints (Bolman & Deal, 2008). A strong alliance between schools, parents and the community at large through the development and maintenance of partnerships, may provide opportunities to harness the powers and resources of stakeholders within a community. Both Epstein (2009) and Kowalski (2008) offered effective, research-based findings that focus on the need to improve community relations. Schools that focus on engaging stakeholders in the decision-making process and nurturing key individuals who have influence on decisions develop more leverage and are more likely to see successful changes in their schools (Ferguson, 2005b).
Therefore, it could be argued that an understanding of how school-community partnerships are established and maintained is necessary and relevant. In particular, a deeper working comprehension on the current practices and processes in communication, collaboration and implementation of school-community partnership initiatives is needed thereby enriching the social and academic community’s perspective on school-community partnerships. This necessity is also brought about by the fact that community support enhances opportunities for students, which may result in an overall social improvement.
By: Nieva D. Adelino | Disbursing Officer II | Morong National High School | Morong, Bataan
