Public Education Network (“PEN”) has developed this Guide to encourage community-based organizations to employ public engagement strategies while school finance litigation takes place in their states. While litigation may at times seem daunting and complex to non-lawyers, community-based organizations can do much to become involved in the process. Organizations can utilize public engagement strategies to ensure that the outcome of the litigation reflects the interests of constituent groups and the public.

With support from the Ford Foundation, the Houston A+ Challenge participated in Public Education Network’s Gulf States Initiative, designed to enlarge the role of the public in school improvement in the Gulf States region. Public Education Network (PEN) is a network of local education funds (LEFs) across the nation. In PEN’s view, “public responsibility” will not emerge from conventional, smaller-scale efforts to involve parents more closely with their children’s schools or to inform the community about a superintendent’s program. Instead, PEN initiatives take as their premise that in a democracy, public schools can only improve in a sustainable way if a broad-based coalition of community members pushes them to improve and holds them accountable. The Gulf States Initiative charged six LEFs, including the Houston A+ Challenge, with moving their communities toward different and more substantial forms of responsibility for their schools.

With support from the Ford Foundation, the Greater New Orleans Education Foundation (GNOEF) participated in Public Education Network’s Gulf States Initiative, which was designed to enlarge the role of the public in school improvement in the Gulf States region. Public Education Network (PEN) is a network of local education funds (LEFs) across the nation. In PEN’s view, “public responsibility” will not emerge from conventional, smallerscale efforts to involve parents more closely with their children’s schools or to inform the community about a superintendent’s program. Instead, PEN initiatives take as their premise that in a democracy, public schools can only improve in a sustainable way if a broad-based coalition of community members pushes them to improve and holds them accountable. The Gulf States Initiative charged six LEFs, including GNOEF, with moving their communities toward different and more substantial forms of responsibility for their schools.

Lawsuits challenging the constitutionality of public school funding systems are currently in progress in 23 states,i representing a unique opportunity to restructure the ways in which public education is financed and expand the opportunities and resources available to children across the country.

PEN has developed this guide to encourage community organizations to employ public engagement strategies in the context of school finance litigation taking place in their states.

A new Policy Studies Associates report describes how public engagement makes a significant impact on public schools. Citing evidence from efforts by local education funds (LEFs) in 14 communities, the report links investments in public engagement to school and student success. The report evaluates groundbreaking community-based initiatives funded by the Annenberg Foundation and other national and local funders.

Executive Summary (PDF, 156 KB)
Full Report (PDF, 256 KB)

Across the nation, parents, educators, community leaders, and policymakers are increasingly turning their attention to teacher quality and its impact on student achievement. Parents and educators have long known that having a quality teacher in the classroom is a crucial component to improving children’s learning. Research shows that a quality teacher is one of the most powerful and consistent predictors of student achievement. Nationwide, the strongest positive predictor of student achievement is the percentage of teachers with full certification and a major in the subjects they teach. Researchers in New York found that differences in teacher qualifications accounted for more than 90% of the variation in student achievement in reading and math, and researchers in Texas found that teacher expertise accounted for 40% of the variation in student achievement in reading and math.

This report is part of the READY SCHOOLS PROJECT (RSP) that focuses on the systemic supports in place so that DC public schools (DCPS) can provide high quality teaching and learning for all students. Spotlight on Parents presents what parents have to say about the supports their schools and students need to succeed.