Respondents viewed local foundations, businesses, and community groups as promoting cross-sector collaboration, while competition, political divisions, and teachers' unions may hinder it¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Respondents viewed local foundations, businesses, and community groups as promoting cross-sector collaboration, whereas competition, political divisions, and teachers' unions may hinder it. → Scott Richman 2016

Evidence¶

Scott Richman 2016¶

Scott Richman, Alyson Burnett, Erin Dillon, Lisbeth Goble, Moira McCullough, Christina Clark Tuttle. (2016). District-Charter Collaboration Grant Implementation: Findings for Teacher and Principal Surveys. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/districtcharter-collaboration-grant-implementation-findings-for-teacher-and-principal-surveys

q2 · i? · associational · r1

Educator survey on contextual factors in the District-Charter Collaboration Grant evaluation. Respondents named local foundations, businesses, and community groups as promoting collaboration, and competition, political divisions, and teachers' unions as possible hindrances. Perceptual, descriptive finding.

"Respondents viewed local foundations, businesses, and community groups as promoting cross-sector collaboration, whereas competition, political divisions, and teachers’ unions may hinder it."

Discussion¶

Related Claims¶

• Leaders at city, central office, and school levels are perceived to play a key role in promoting cross-sector collaboration — related
• Cross-sector leadership programs were widely viewed as the most successful collaboration grant activities, while limited grant time period and scope and lack of goal clarity hindered implementation — related
• Nearly all respondents said inadequate school time and opportunities for collaboration made cross-sector collaboration more difficult — related
• Colorado uses a local-first, state-supported model in which districts and local providers initiate cross-sector work and state policy scales successful innovations — related
• Leveraging pre-existing networks or hubs may support greater potential for long-term sustainability of cross-sector reform — related
• Principals in improving schools actively reach out to teachers, parents, and community leaders and coordinate programs strategically — related
• Cross-sector education partnerships that overcome common challenges are characterized by shared goals, mutually reinforcing activities, and effective communication — related
• Limited school staff time is a crucial obstacle impeding cross-sector collaboration — related