Doing so caused the city's departments to think differently. For instance, it provoked the parks and recreation department to consider new programming for middle school kids, the library to re-assess their literacy program, and the police department to emphasize reduction of truancy.
The earliest example I'm aware of occurred in Richmond, Virginia. In 1997, then city manager Robert Bobb, established three overarching citywide outcomes. One of these outcomes was every child in the city reading at grade level by third grade. While the schools were not part of the city's purview, these city leaders felt this outcome to be critical to the city's own success. If the schools or the kids failed, they felt that ultimately the city would fail.
They didn't stop with mere words. Richmond leaders incorporated into the performance evaluation system an expectation that every city employee contribute to the three goals. Former Deputy City Manager Connie Bawcum remembers, "Employees were not told what they had to do, but they were told they had to do something. They had to find a way to personally connect to each of the three desired outcomes. In the education realm, a few employees resisted, saying 'It's not my job.' But, most crafted a unique contribution,ranging from becoming a 'lunch buddy reader' at a school, to donating books, to becoming a mentor to an individual child. Some departments adopted whole schools."
To cite the most recent example, Aaron Reardon, a brand new county executive, established education as a priority for his county of Snohomish, WA. He did this even though it caused many people to scratch their heads and ask, "What does the county have to do with student achievement?" Let's look closely at this example. While still in progress, it is proving to be a very interesting one.
We are currently working with Snohomish in support of their priority based budgeting process. This process starts, not with last year's costs, but rather with the key results that citizens want from their government. When Snohomish County went out to listen, the citizens said - as they often do - that education was important to them. In particular, they wanted more kids in the county to pass the state achievement tests. As one Snohomish leader explains it - "That the citizens highly value education as a government result is really very understandable. Education is about their flesh and blood - the flesh being their kids. The blood being their property taxes."
At this point, Aaron Reardon could have decided to spend time explaining to the citizens that the county really didn't have anything to do with the schools. Rather, he chose to include student achievement as one of the county's eight priorities. This meant that a results team of county employees was assembled to develop a purchasing strategy to accomplish that result (just like the other seven). To their great credit, after only grumbling a few minutes about their assignment, this team went to work documenting why the county should be involved in student achievement - and how. Following are direct excerpts from that team's statement of strategy.
What matters -
Snohomish County is home to over 130,000 K-12 students - some 21% of its total population. We know that only 65% of our kids graduate on time. Our kids' backgrounds and personal circumstances vary widely, and their academic achievements are affected by countless factors. However, we see the factors affecting student achievement falling into one of four main quadrants:
- Healthy students - Students will achieve more when they are physically healthy, well nourished, rested, and are exposed to educational opportunities and challenges. Furthermore, these issues begin before formal schooling, and even before birth, in the case of prenatal care.
- Supportive homes - The home environment is a critical factor in student achievement. Supportive parents and siblings, who read early and often to their children, attend parent conferences, and provide a nurturing home, produce more capable students.
- Supportive community - Communities affect their schools in countless ways, from safety to funding, from health care to the very attitude towards schools displayed by neighbors and leaders.
- Great schools - With all the challenges they face, schools are still huge variables in the education equation. The tools they are given, the support provided, the quality of the educators who work there, the standards to which they are held - all of these and more help determine the education our children will receive.
County role -
County government cannot directly affect all of the factors involved in education. For example, County funds are not available to purchase updated textbooks. We don't fund schools. We don't hire the school superintendent. Yet when the education environment is examined as a whole, possible connections between County programs and education become apparent. Safety in schools and at home is a major issue - How does the Sheriff play a role? Students must be transported to and from schools - How does Public Works fit into the picture? Health and nutrition are critical to maximizing student potential - What programs are run, or could be run, by Human Services or the Health District? Young people are detained at the Denny Juvenile Justice Center - Are they getting educated in such a way as to keep them from returning?
Although we have only a limited role in schools themselves, many activities by County departments affect (or could affect) the educational environment. To summarize this environment, we developed the theme: "From doorbell to school bell." In short, every aspect of a student's life-from their home to their classroom, from conception to graduation-affects their educational experience. Our goal was to map out the places where those impacts occur, and figure out where County resources can best be applied to have the greatest positive impact.
Following is our map of the key factors that lead to student achievement. We've put an asterisk by those items where we believe the county could have a positive impact.
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STUDENT ACHIEVEMENT: From Doorbell to School Bell
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HEALTHY STUDENTS
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SUPPORTIVE HOME
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SUPPORTIVE COMMUNITY
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GREAT SCHOOLS
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- Kids have early education opportunities*
- Kids have good health care*
- Students should have opportunity for normal sleep patterns
- Kids watch less TV
- Students are good citizens*
- Students have good nutrition*
- Learning disabilities are detected early*
* Items where County Government might have an impact
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- Parents volunteer in class*
- Parents attend conferences*
- Parents read to kids
- Parents provide early education*
- Families have adequate food, shelter, clothing*
- Homes are safe places*
- Families practice good citizenship*
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- Schools/Higher Ed/ Business/ Government create partnerships*
- High Learning Standards are set. Rewards are provided *
- Community leaders provide leadership on education issues*
- Pre- and post-school child care assistance is provided*
- Levies pass
- The community is safe*
- County employees volunteer in schools*
- Apprentice programs are provided*
- Workforce training is provided*
- Roads and walkways are safe*
- Kids have early education opportunities*
- Education is provided at Denny Juvenile Justice Center*
- Classroom space is available for students from new housing developments*
- The community promotes good citizenship among students*
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- Class sizes are smaller
- Full range of extracurricular actives is provided
- Schools promote alt. ways to assess learning
- Technology support is adequate to make use of PCs
- Schools are safe*
- Curriculum includes Tribal history
- All schools meet annual progress requirements
- Historically marginalized students attend and complete school
- Students have access to health care*
- Course content is aligned with State Learning Goals
- School to school transitions are smooth
- School libraries are equipped to promote learning
- Text books are up to date
- Schools provide multi-cultural training
- Schools have civics in their curriculum*
- Schools produce good citizens*
- Schools have and use more volunteers*
- Schools have more educational programs outside normal hours/months
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I applaud the ways that the Cities of Azusa & Richmond and Snohomish County have embraced student achievement. I'm sure there are other examples as well.
Non-school jurisdictions probably delve into student achievement for different reasons. I'd surmise that for most it's the desire to serve their citizens well. For a very few, it might be an attention or power grab. For some, it might simply be bottom line economics. For as Snohomish pointed out, student achievement levels affect the County as well. For instance, they learned that 50% of the individuals in their prison population didn't have high school diplomas. Although cause and effect is hard to prove, they believe that a community with increased graduation rates will realize reduced crime, reduced criminal justice and human services costs, increased property and sales tax revenues, and increased community engagement.
To them, the challenge for County government to find ways to help education pales in comparison to the potential return for their own County challenges.
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