Community Schools as Urban District Reform

Abstract

The purpose of this article is to investigate the multiple political histories that have coalesced to produce support for or resistance to the Oakland Unified School District’s full-service community schools policy. It analyzes oral history interview data from eight stakeholders who represent the district’s major constituencies to explore the reasons why each individual, positioned differently within the larger district system, may or may not support a seemingly democratic, community-based reform. Through their voices, the article explains how different constituencies can interpret an urban district’s policies and form community-based coalitions that either further or obstruct a democratic, equity-minded reform.

The Color of Neoliberal Reform: A Critical Race Policy Analysis of School District Takeovers in Michigan

“…The White imaginative, and its infusion of neoliberal policy such as PA4, is helping to erode hard fought rights (e.g., voting rights and similar rights related to a democracy) for African Americans. Abusive, racialized takeover policies against urban districts and cities like Detroit are not uncommon (Johnson, 2013; Trujillo et al, 2014; Wright, 2017). Sugrue (2005), among other scholars, has suggested that states historically implemented racially biased laws against communities of color, particularly as it relates to finance (Alemán, 2007).…”

“…Prior research has established a link between integrated governance models, for example, takeovers, school finance, and academic achievement. However, scholars have noted that there is significant disagreement between proponents and opponents of these models (Carpenter, Diem, & Young, 2014; Carpenter & Diem, 2015; Henig, 2013; Hess & Meeks, 2013; Hopson, 2014; Kirst & Wirt, 2009; Trujillo, Hernández, Jarrell, & Kissell, 2014; Wong & Shen, 2013). Carpenter et al (2014) noted that there is “widespread disagreement concerning the appropriateness of using neoliberal ideology to guide educational policy reform” (p. 1129).…”

“…Municipal and state officials often see urban districts as problematic, and as an affront to municipal reforms such as gentrification initiatives designed to bring more money into city coffers (Anagnostopoulos & Rutledge, 2007; Carpenter, Diem, & Young, 2014; Lipman, 2011; Trujillo et al, 2014; Wong & Shen, 2013). In addition, EM laws are intended to rescue failing school systems from incompetent or negligent school leadership.…”

“…Under state control, the district hemorrhaged more than 17,000 students, as charter school enrollment expanded from 2,000 to 8,000 students. “By some accounts, the state appeared concerned more with advancing small schools and charters, and revamping central office services, than alleviating financial problems” (Trujillo et al, 2014, p. 899). Carpenter, Diem, & Young (2014) found that the “troubling” and imposing neoliberal ideological shift in education asks educators to “do more with the same or fewer resources, their performance is being evaluated through processes and based upon data that are not empirically or ethically sound,” subsequently, these devalue, by design, relationships to the local school community (p. 1129).…”

“We’re One Team”: Examining Community School Implementation Strategies in Oakland

“…In response to vast disparities in educational outcomes, in 2010-2011, Oakland launched an initiative to transform itself into a full service community schools district [22]. OUSD's community schools initiative emerged out of an extensive strategic planning process with schools, families, and other community stakeholders, and builds on existing, ongoing efforts to support more equitable life and academic outcomes for Oakland's youth.…”