What Does School Reform Mean To My Neighborhood School?

Many schools in the United States are in the process of education reform. Changes in school policy are being considered as economic, social, and technological forces make new demands on what students need to know to be successful. This brochure explains some of the major aspects of education reform and offers parents guidelines for personal involvement.

Parent participation is an important part of successful education reform--a process that will affect both parent and child.

What Is School Reform?

School reform is a catch phrase that includes a number of programs and policies. Reforms usually change some procedure or rule that affects how the school operates. Terms like "reform" and "renewal" can be thought of as small steps toward change. Compared with school restructuring, reform and renewal do not greatly alter the school's organization.

There are two distinct types of school reform. The first is related to the school's subject matter and teaching methods. This type of reform affects what and how the student is taught in the classroom. Using computers in the classroom, concept-based mathematics programs, whole-language instruction, the back-to-basics approach, and areas stressing multicultural influences on history and literature are some of the more common reforms. Many professional organizations are involved in this type of reform. The National Council of Teachers of Mathematics, for example, is developing curriculum guides that describe what students should know and be able to do. They are also exploring new ways to teach and test students. Progress in these areas is influencing reform on the state and local levels.

The second type of reform is related to school administration and governance procedures. This type of reform affects how schools are managed and what roles teachers and administrators play. The more popular changes in this area include site-based decision making (administrative decisions made at the school level as opposed to the school board or legislative levels), shared leadership (involving more staff in school leadership roles), and community involvement programs.

Education reform may be started by powers from outside or inside the school. For example, a perceived need to compete in a changing world economy--an outside force--has led school policymakers to reconsider what is taught in the classroom. In contrast, the move toward flexible school schedules in the late 1960s and early 1970s was a reform that came from inside the school.

Why Are Schools in the Process of Reform?

School reform is nothing new. The school system has undergone numerous changes in policy and procedure in the past two centuries. Although the basic structure of education has changed very little, reforms have had an influence on the direction of education in America. For example, in the past 100 years, schools have seen the introduction of the lesson plan, learning objectives, and student goal setting.

Today, many school reforms are driven by the idea that U.S. students need to be more competitive. To retain this country's international leadership, our schools must prepare all students to be productive in the world marketplace. University officials believe many applicants are lacking the skills and competencies needed to succeed in a tough program of study. In a highly competitive world economy, business leaders are concerned about the future of our workforce. Educators think we expect too little from our children. Basic skills are no longer enough. Students need not only to have a good understanding of the core academic subjects, they must also be able to solve problems, make decisions, and be prepared for responsible citizenship and productive employment in our nation's modern economy.

At the national level, under No Child Left Behind, states are working to close the achievement gap and make sure all students, including those who are disadvantaged, achieve academic proficiency. Annual state and school district report cards inform parents and communities about state and school progress. Schools that do not make progress must provide supplemental services, such as free tutoring or after-school assistance; take corrective actions; and, if still not making adequate yearly progress after five years, make dramatic changes to the way the school is run.

How Will School Reform Affect My Child's Education?

How reforms will affect your child will depend on the type of changes that are made in NCLB. If reform is related to the subject areas, your child may be introduced to new content, materials, and ways of learning. These changes may be made as a result of a particular education goal or objective. If the reform is related to the administrative process, your child may not notice any change at all. Such changes may affect only administrative decision making or the school-community relationship.

• The best way to get involved in school reform is to create good relationships with teachers and principals. The connection between school and home may be the most important pathway to successful and cooperative school reform. Just as important is that parents understand changes being discussed or carried out. The following suggestions may help parents become better informed and more involved in the school reform process:
• Ask questions. Don't be intimidated by the school reform process. It should include you. A good question to ask your school is, "How can I help?"
• Make sure you understand the terms being used. Parents need to fully understand the changes schools are considering. Ask teachers and administrators to explain any reforms that don't seem clear to you.
• Take advantage of open meetings. Discussion about school reform is often conducted in meetings open to parents and the community. Many times teachers and administrators ask for ideas from the general public during meetings, parent visits, or conferences. Don't hesitate to participate. Your opinion is valuable.
• Ask for a clear outline of school reform goals and objectives. The school that takes reform seriously will be able to give parents a clear outline of the what administrators and teachers expect to achieve by making proposed changes.
• Keep track of the steps your school is taking toward making changes. Changes in education may take some time to understand and carry out, but parents should keep track of this process. Your ideas at each stage of the change are important for all involved.
• Join community parent support, advocacy, or assistance groups. Make sure the changes being discussed include the concerns you have for your child's education. Help your child's school make decisions about reform by becoming part of the process of school reform; for example, volunteer to serve in the PTA, Advisory Councils, Chapter 1 programs, or other committees or school groups.
• Keep students informed and make them part of the process. Remember, school reforms aim to make education better for students. This means students should be part of the process. Help them understand how and why changes are being made.

Conclusion

The process of school reform should not frighten or discourage parents. You can become a partner with the school to help make changes that will benefit your child. This doesn't mean schools have all the answers or that school reforms are always successful. However, the most beneficial reform is the result of people working together to make positive educational change. The only way those changes can be successful is if parents become part of the process.

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"Responsibility for our children's education must begin at home."

Aligned with the Six Slices of Parental Involvement PowerPoint, your schools can organize parent responsibility with the Parental Involvement Toolbox.  Each Toolbox has Title I compatible, school branded, master copies and a year long authorization to reproduce unlimited copies of:

• The Parental Involvement Pledge.pdf, branded with your school's name, for distribution to every student and family.  (Title I Learning Compact!)
• Web page for the Parental Involvement Pledge Online, branded with your school's name, for accessibility anywhere!
• The Parental Involvement Report Card.pdf - a self diagnostic tool for distribution to every parent, grandparent, and caring adult.
• Parent Organizing Database 1.0.1 software runs on any Windows computer, and is easy enough for everyone to learn. Features List.pdf
• Parental Involvement Certificates for Schools and Individual Volunteers. 

Also Included:

• Family Wellness Compact.  Fitness and Nutrition Parental Involvement Pledge!
• PowerPoint Central! The Best Parental Involvement Training Resources In America
• How To Run A Successful Pledge Campaign
• Project Appleseed's Newsletter Appleseed Today
• Regular e-mail updates on Project Appleseed and parental involvement best practices.

Masterfiles are in Adobe Portable Document Format (.pdf files). Toolboxes are delivered by e-mail.

Overview of Title I American Recovery and Reinvestment Act of 2009 (ARRA)

"Principles: The overall goals of Title I of the ARRA are to stimulate the economy in the short term and invest in education and other essential public services to ensure the long-term economic health of our nation. The success of the education part of the ARRA will depend on the shared commitment and responsibility of students, parents, teachers, principals, superintendents, education boards, college presidents, state school chiefs, governors, local officials, and federal officials.

 

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Sources

Abstracts of the following journal articles and documents are available in the ERIC database. Documents with an ED number can be found on microfiche at more than 900 locations or ordered in paper copy from the ERIC Document Reproduction Service. Call 1-800-LET-ERIC for more details.

Conley, David T. (1993). Roadmap to Restructuring: Policies, Practices and the Emerging Visions of Schooling. Eugene, OR: ERIC Clearinghouse on Educational Management. ED 359 593.

Fullan, Michael G., with Suzanne Stiegelbauer (1991). The New Meaning of Educational Change. New York: Teachers College Press. ED 354 588.

Gallagher, Mary Jane (1993). A Guide to Building Public Support for Education Reform. Washington, DC: National Governors' Association. EA 025 511.

Glickman, Carl D. (1993). Renewing America's Schools: A Guide for School Based Action. San Francisco: Jossey-Bass. EA 025 498.

Spring, Joel (1986). The American School 1642-1985: Varieties of Historical Interpretation of the Foundations and Development of American Education. New York: Longman.

Written by Stephen W. Stolp, Ph.D., ERIC Clearinghouse on Educational Management.

This publication was prepared by ACCESS ERIC in association with the ERIC Clearinghouse on Educational Management, with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under Contract No. RR92024001. The opinions expressed in this brochure do not necessarily reflect the positions or policies of the U.S. Department of Education. The brochure is in the public domain. Authorization to reproduce it in whole or in part is granted.