State community engagement requirements such as public hearings can often be satisfied without obtaining meaningful community input, and collecting feedback differs from proactively assessing community needs¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Other state statutes require public hearings or community engagement activities to collect stakeholder feedback, but authorizers can in many cases meet these requirements without meaningful community input. → Chait 2022

Evidence¶

Chait 2022¶

Chait, R. (2022). Balancing district impacts and community interests: Considerations for district charter authorizers. WestEd. https://eric.ed.gov/?id=ED620722

q2 · i? · review · r2

The brief argues that statutes requiring public hearings collect feedback on proposals, which "is different from proactively assessing needs or asking what programs community members may want that are not currently offered." It adds that authorizers can often comply without meaningful input.

"Other state statutes similarly require authorizers to hold public hearings or conduct some other type of community engagement activity to collect feedback from a variety of stakeholders on the impact of opening a new charter school on the community and district. Collecting feedback on a proposal, however, is different from proactively assessing needs or asking what programs community members may want that are not currently offered."

Discussion¶

Related Claims¶

• California's AB 1505 community interest provision assesses charter applications almost exclusively in terms of district impact and does not appear to include community input on unmet needs — related
• Three of 16 states require assessment of demographic impact on segregation or desegregation orders, six require programmatic impact assessment, and four require only a general impact assessment — related
• Sixteen states have district impact provisions in statute or regulation, and these fall into four primary categories: fiscal, demographic, programmatic, and general — related
• Educators sustained the student voice and leadership tenet by incorporating student input and co-leadership into their ongoing roles — related
• District officials and CBO leaders believed WSS implementation success should be assessed along multiple dimensions including engagement, student outcomes, district resources, and experiences — related
• CBO leaders cautioned that assessing WSS outcomes without accounting for district inputs obscures how resource allocation determines policy success — related
• Case study districts show potential underinvestment in family support and engagement, with most reporting no English Learner family/community liaisons — related