At the same time that education policymakers and administrators are focused on improving the quality of teaching, raising instructional standards, and creating safe and supportive school climates, a conversation is developing about how the family and community experience of urban students impacts whether and how much they can benefit from educational services. This conversation often leads to a call for partnerships--of schools, community institutions, and public agencies--to respond to the diverse, and in some cases extensive, academic and nonacademic needs of students and to provide children and youth with supportive environments in which they can learn and thrive. The idea that partnerships are necessary to support children and youth educationally is not a new one; there are notable examples in practice. However, cross-sector and cross-institutional arrangements require more focused attention from policymakers, administrators, and researchers if they are to accomplish what we expect of them. Why and how do partners engage and work with each other, what structures and supports are required for these often complex relationships, and what are the opportunities and challenges in evaluating these efforts?

This forum explored such questions around illustrations of partnerships initiated and supported by a public agency (the police department) and a major community institution (a university).

Click here to watch the recorded webcast

Panel:

• Lisa Walker, Senior Researcher, Chapin Hall at the University of Chicago
• Larry Sachs, Director of Grants Management, Research and Development Division, Chicago Police Department
• Victoria May, Executive Director, Institute for School Partnership, Washington University in St. Louis.

Moderator:

• Matthew Stagner, Executive Director, Chapin Hall at the University of Chicago

Resources

• Panelist Bios (.PDF)
• Presentation Slides (.PDF)
• Making "Community" an Authentic Part of School and Community Partnerships