Florida A & M University College of Education

Building Collaborative Partnerships with Local

Churches to Assist Low Performing Schools

Since the founding of the Black church, these institutions have strived to implement and fulfill their missions. These institutions acknowledge the impor-tance to become actively involved in the community as well as engaged in the lives of young people. Black churches are faced with unique challenges every day, however, they provide significant number of resources to the communities at large. In this study, we examine the role of partnerships through local churches and its impact on low performing schools using qualitative methodology. Research shows that low performing schools are influenced positively by partnerships with Black churches. Read

more inside this issue.

INSIDE THIS ISSUE

The Busing Dilemma Edward G. Tolliver, Ph.D. and Ada Puryear Burnette, Ph.D. ………………...…..…….2

Building Collaborative Partnerships with Local Churches to Assist Low Performing Schools Patricia Green-Powell, Ph.D., Adriel Hilton, Ph.D. and Crystal Joseph, Ph.D. .………………….……………..6

Black Male College Explorers Program ……....…10

Spring 2012 Volume 1 Issue 2

The Busing Dilemma

Edward G. Tolliver, Ph. D. & Ada Puryear Burnette, Ph. D. Florida A & M University

The long bus rides that students have to endure as a result of school mergers is a major point of contention for opponents of district consolidation (Buchanan, 2004; Howley, 2001; Howley & Howley, 2001; Pascopella, 2004; Ramage & Howley, 2005; Spence, 2000; Zars, 1998). It has received little attention in research. The issue of school busing rose to prominence in the late 1960s when forced school busing was legally mandated as a way to integrate schools (Malhoit & Yaunches, 2004). Most research examines school busing from this standpoint. Only a few researchers have focused on the daily commute experienced by rural students and its impact on school experience (Howley, 2001; Howley & Howley, 2001; Ramage & Howley, 2005; Spence, 2000; Zars, 1998). consolidated While proponents of school consolidation argue that students in larger schools have more academic and co-curricular opportunities, critics maintain that long commuting times often preclude participation. Similarly, while school consolidation has proven cost effective in many cases (New Jersey, 1999; Self, 2001), the added expense of school transportation may have the reverse effect (Buchanan, 2004; Lawrence et al.). The consolidation of rural schools in the United States has been a controversial topic for policymakers, school administrators, and rural communities since the 1800s (Bard, Gardener & Wieland, 2005). Throughout the history of schooling in America, school consolidation has been a way to solve rural issues in the eyes of policymakers and many education officials. Some small communities have successfully staved off consolidation, yet they view it as an inevitable occurrence at some point (Howley & Howley, 2006). Amidst the controversy surrounding consolidation, the overall consensus is that extensive research should be conducted to ensure that the district(s) is conducive to the economic and educational advantages of school consolidation (Hughes, 2003; N e l s o n , 1985; New Jersey, 1999; Okaloosa County, 2002). The leading argument in favor of school consolidation is economic efficiency (Bickel & Howley, 2001; Nelson, 1985; Fanning, 1995). This perspective is exemplified by former Arkansas Governor Mike Huckabee who acknowledged and maintained that many rural residents oppose school consolidation but contends that very small rural school districts are economically unsustainable for many states,

particularly in view of the dual pressures of increasing

demands and limited resources (Buchanan, 2004). De- clining school enrollments combined with a dimish-ing tax base in rural areas have fueled a wave ofschool consolidation efforts in several states since theearly 1980s (Seal & Harmon, 1995). Advocates of school consolidation argue thereare educational as well as economic advantages (Nel- son1985). Consolidated schools offer students a broader and richer array of courses while reducing expendi-tures for capital improvements and school building main- tenance. A report issued by the Okaloosa County SchoolDistrict, Florida, cited raising academic achievement as the primary aim of school reorganization (Okaloosa County, 2002). In addition to a more diverse curriculum,

schools also provide a greater variety of co- curricular activities and athletic programs (Nelson,1985).

Athough consolidated schools employ fewer teachers, teachers may have the advantage of higher salaries and more opportunities for professional development (Self, 2001). Students stand to benefit from teachers' Professional status through greater in- structional quality. However, in most cases, consolidation reduces administrative costs and allows more resources to be earmarked for classroom and student needs (Nelson, 1985; New Jersey, 1999).

On the other side of the debate are critics who argue that despite prevailing assumptions, enlarging school operations does not necessarily reduce costs or raise student achievement (Gregory, 1992). A substantial body of research confirms that students perform better in small schools (Bailey, 2000; Black, 2006; Cotton, 1996; Howley, 1989, 1996; Lawrence et al., 2002; Lee & Smith, 1997; Meier, 1996; Raywid, 1999; Wiles, 1995). Although larger schools have the resources to provide students with a wider range of activities, there is evidence that student participation in co-curricular and leadership activities is higher among students in small schools (Bailey, 2000; Cotton, 1996; Crosnoe, Johnson, & Elder, 2004; McNeal,1999; Schoggen & Schoggen, 1988). Rural educators in the process of school reform initiatives report that their small school and class size convey an advantage in implementing comprehensive reforms (Carlson & Buttram, 2004).

2

The Study The purpose of this study was to examine the

relationship among school achievement scores (school grades, standardized reading scores of students, and stan-dardized mathematics scores of students) and transporta-tion variables (percent of students transported, transporta-tion dollars per student, and bus route miles in district) that may contribute to erosion in school level academic per-formance when schools consolidate in Florida. The study included data from 41 rural school districts of various sizes, localities, and sociodemographic composition throughout the state.

The Problem

The problem is long school bus rides may contrib-ute to the erosion in school achievement scores when schools consolidate. Although the school bus has become such a fixture in the American landscape, the school bus ride is not a typical focus of study. Excessively long com-mutes force some students to give up co-curricular activi-ties and detract from the time spent on homework (Spence, 2000). Classroom performance is affected when children arrive at school sleep deprived and have difficulty concen-trating on academic work (Purcell & Shackleford, 2005; Spence, 2000).

Of all relevant topics, busing has been given the least attention. Rural students are more likely than their suburban counterparts to have rides lasting 30 minutes or longer, attendance areas exceeding 10 square miles, bus rides over rougher terrain, and have elementary and secon-dary school students sharing the same bus (Howley, 2001). The relationship between the length of bus rides and read-ing and mathematics grading of schools is unknown, al-though a large number of schools have consolidated in America. The study was conducted in rural school districts throughout the state of Florida. The study reviewed 98 schools in 4l rural school districts from Walton County in the North West to as far South as Monroe County. These rural school districts are diverse in size, ethnicity, and socio-economic status. They range in student population from Glades District Schools 1,012 to Leon District Schools 32,194. The socioeconomic range is also very diverse from Gadsden to Alachua counties. The benefits of small rural schools are especially pronounced for economically disad-vantaged and minority students (Bickel & Howley, 2000; Black, 2006; Cotton, 1996; Howley, 1989; Howley & Howley, 2004; Howley, Strange, & Bickel, 2000; Irmsher, 1997; John-son, 2006; Lee & Smith, 1997).

In many cases, the main issue is a clash between the traditional values of small communities and the utili-tarian perspectives of state policymakers (Seal & Harmon, 1995). From one perspective, proponents of school con-solidation argue that consolidated schools gain status and identity in the community that they previously lacked (Nelson, 1985). Conversely, opponents argue that consoli-dation challenges the identity of small communities (Bard, Gardener & Wieland, 2005; Lyson, 2002). Research from different states shows mixed results for school consolidation. In New Jersey, building ongoing evaluation into the program was a key to winning public acceptance and promoting program success (New Jersey, 1999). The same strategy was similarly successful in Oka-loosa County, Florida (Okaloosa County, 2002). Reports from Indiana, Iowa, Kentucky, Michigan, Minnesota, Mis-souri, and Ohio indicate that the benefits of school con-solidation outweighed disadvantages (Self, 2001).

However, a 2004 report issued by Challenge West Virginia showed that spending actually increased by 16% between 1990 and 2000 instead of decreasing, administra-tive costs increased, along with the cost of providing stu-dents with bus transportation, despite the fact that the state lost 34,000 students during that time. Linda Martin, the executive director of Challenge West Virginia, declared that, “The state promised citizens they would save a lot of money and students would have a broader curriculum. Neither has happened” ( Bu-chanan, 2004, p. 5). In particular, Martin implicated the long bus rides for undermining the educational experience of West Virginia children as well as contributing to soaring costs.

3 Although the school bus has become such a fixture in the American landscape, the school bus

ride is not a typical focus of study. Excessively long commutes force some students to give up

co-curricular activities and detract from the time spent on homework (Spence, 2000).

Research from different states

shows mixed results for school

consolidation.

3

The impetus for school district mergers intensified in the post-World War II era with the onset of the Cold War (Bard et al., 2005; Lawrence et al., 2002; Olson, 1999). Law-rence et al. (2002) targeted the launch of Sputnik in 1957 as a pivotal point in the drive for school consolidation. Small schools were considered inadequate for providing science and mathematics courses that would enable Ameri-cans to meet the technological challenges of the “space race.” The results of this study may be of interest to policymakers because of society’s spotlight on school consolidation issues. Two constant findings in the literature on school consolidation are the negative impact and positive impact of small school size on student learning and school involvement. Many rural students must endure long bus rides that interfere with their ability to make the most of the advantages of attending a larger school. While students have access to more co-curricular activities and advanced courses, the long bus ride drains them of time and energy. Transportation for students in consolidated school districts is neither academically nor economically beneficially. The financial cost of rural transportation can outweigh any other savings on school expenditures. The students who have the most demanding bus rides are typically the poorest who stand to gain the most by attending small schools.

Note: In the upcoming summer issue of Black Papers,

Dr. Tolliver and Dr. Burnette will closely examine consoli-dated public school busing and its impact on student achievement in Florida schools.

REFERENCES

Bailey, J. (2000). The case for small schools. Center for Rural Affairs. Retrieved June 9, 2006, from http://www.cfra.org/pdf/caseforsmallschools.pdf.

Bard, J., Gardener, C., & Wieland, R. (2005). Rural school consolidation report. Report prepared for the National Rural Education Association Executive Board. Retrieved June 10, 2006, from http://www.nrea.net/

Bickel, R., & Howley, C. (2000). The influence of scale on school performance: A multi-level analysis of the Matthew principle. Education Policy Analysis Archives, 8(22). Retrieved June 9, 2006, from http://epaa.asu.edu/ epaa/v8n22/

Black, S. (2006, April). The right size school. American School Board Journal, 63-65.

Buchanan, B. (2004, July). Merge ahead. American School Board Journal, 191(7). Retrieved June 10, 2006, from http://www.asbj.com/2004/07/0704coverstory. html.

Carlson, R.V., & Buttram, J.L. (2004). Case studies of rural schools implementing comprehensive school reform models. Paper presented at the Annual Conference of the American Educational Research Asso-ciation, San Diego, CA. Retrieved June 9, 2006, from http://www.sedl.org/pubs/policyresearch/ resources/csr_aera.pdf.

Cotton, K. (1996). Affective and social benefits of small-scale schooling. ERIC Digest. Retrieved June 10, 2006, from www.eric.ed.gov/

Crosnoe, R., Johnson, M.K., & Elder, G.H. (2004). School size and the interper-sonal side of education: An examination of race/ethnicity and organizational context. Social Science Quarterly, 85, 1259-1274.

Fanning, J. (1995). Rural school consolidation and student learning. ERIC Di-gest. Retrieved June 11, 2006, from http://web101.epnet.com/

Gregory, T. (1992). Small is too big: Achieving a critical anti-mass in the high school. In the source book on school and district size, cost, and quality. Minneapolis, MN: Minnesota University, Hubert H. Hum-phrey Institute of Public Affairs: Oak Brook, IL: North Central Regional Education Laboratory.

Howley, C. (2001). The rural bus ride in five states. A report to the Rural School and Community Trust. ERIC Clearinghouse on Rural Education and Small Schools. Retrieved June 12, 2006, from http://oak.cats.ohiou. edu/~howleyc/bus2/htm.

Howley, A., & Howley, C. (2001). Rural school busing. ERIC Digest. Retrieved June 10, 2006, from http://www.ericdigests.org/2002-3/busing.htm

Conceptual Framework for School Consolidation and Busing

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Howley, C., & Howley, A. (2004). School size and the influence of socioeconomic status on student achievement: Confronting the threat of size bias in the national data sets. Education Policy Analysis Archives, 12(52). Retrieved June 9, 2006, from http://epaa.asu.edu/epaa/v12n52/

Howley, C., Strange, M., & Bickel, R. (2000). Research about school size and school performance in impoverished communities. ERIC Digest. Retrieved June 10, 2006, from http://www.ericdigests.org/2001-3/size.htm

Hughes, B. (2003, August). Surviving closing and consolidations. School Admin-istrator, 18-18.

Irmsher, K. (1997). School size. ERIC Digest. Retrieved June 10, 2006, from http://eric.uoregon.edu/publications/ digests/digest113.html.

Johnson, J. (2006). More doesn’t mean better. Rural School and Community Trust. Retrieved June 9, 2006, from http://www.kintera.org/atf/cf/%7BF4BE47E7-FA27-47A8-B662-8DE8A6FC0577%7D/More_Doesnt_Mean.PDF.

Lawrence, B.K., Bingler, S., Diamond, J.D., Hill, B., Hoffman, J.L., Howley, C.B., et al. (2002). Dollars & sense: The cost effectiveness of small schools. Retrieved June 12, 2006, from http://www.smallschoolsproject. org/PDFS/dollars_sense.pdf.

Lee, V.E., & Smith, J.B. (1997). High school size: Which works best and for whom. Education Policy Analysis, 19(3). Retrieved June 11, 2006, from http://edtech.connect. msu.edu/aera/pubs/eepa/ abs/eepa1931.htm.

Malhoit, G. & Yaunches, A. (2004). The rural school funding report published by The Rural Education Finance Center. 3(7), May 17, 2004.

McNeal, R.B. (1999). Participation in high school extracurricular activities: Inves-tigating school effects. Social Science Quarterly, 80, 291-309.

Meier, D.W. (1996, September). The big benefits of smallness. Educational Leadership, 12-15.

Nelson, E. (1985). School consolidation. ERIC Digest. Retrieved June 11, 2006, from http://web101.epnet.com/

New Jersey State Legislature. (1999). Assembly Task Force on School District Regionalization: Findings and recommendations. Retrieved June 9, 2006, from http://www.njleg.state.nj.us/legislativepub/reports/school.pdf.

Okaloosa County School District. (2002). Reorganization. Retrieved June 10, from http://www.okaloosaschools.com/documents/DocumentsAndForms/pdf/Reorganization%20Update%20A.pdf.

Olson, L. (1999, November 17). Pulling in many directions. Education Week,

27-31.

Pascopella, A. (2004, October). The rural road. District Administrator, 71-76.

Purcell, D., & Shackelford, R. (2005). An evaluation of the impact of rural school consolidation. Rural Educator. Retrieved June 10, 2006, from http://www.nrea.net/awards%20&%20other/SCHOOL%20REPORT%20An%20Evaluation%20of%20the%20Impact%20of%20Rural%20School%20Consolidation%206%20FINAL%20WORKING%20DRAFT1.doc

Ramage, R., & Howley, A. (2005, Fall). Parents’ perceptions of the rural school bus ride. Rural Educator. Retrieved June 10, 2006, from http://www.findarticles.com/p/articles/mi_qa4126/is_200510/ai_n15744340/print.

Raywid, M.A. (1999). Current literature on small schools. ERIC Digest. Retrieved June 12, 2006, from http://www.ericdigests.org/1999-3/small.htm.

Schoggen, P., & Schoggen, M. (1988). Student voluntary participation and high school size. Journal of Educational Research, 81, 288-293.

Seal, K.R., & Harmon, H.L. (1995). Realities of rural school reform. Phi Delta Kappan, 77, 119-123.Self, T.L. (2001). Evaluation of a single school district consolidation in Ohio. American Secondary Educa-tion, 30(1), 71-81.

Self, T.L. (2001). Evaluation of a single school district consolidation in Ohio. American Secondary Education, 30(1), 71-81.

Spence, B. (2000). Long school bus rides: Stealing the joy of childhood. Chal-lenge West Virginia. Retrieved June 10, 2006, from http://www.wvcovenanthouse.org/challengewv/

Wiles, J.W. (1995). Middle level education in rural America. ERIC Digest. Re-trieved June 11, 2006, from http://web101.epnet.com/

Yatvin, J. (1990, September). Think small. Educational Leadership, 87.

Zars, B. (1998). Long rides, tough hides: Enduring long school bus rides. Rural School and Community Trust. Retrieved June 10, 2006, from http://files.ruraledu. org/ docs/zars_busing.htm.

5

The discussion on consolidation and busing continues

in the Summer 2012 issue of Black Papers as Drs.

Tolliver and Burnette examine touchtone issues

related to the busing dilemma including:

Reducing administrative overhead

Bringing larger share of educational resources

closer to students

Improving financial management

Serving the “valued” customers who are

students and parents

Improving academic achievement

GIVE ONE ($1)

TO SAVE ONE

A statewide Initiative

dedicated to saving Black

Males through quality

educational opportunities

and community

involvement.

Contact the Black Male College Explorers Program

at Florida A&M University for more information.

Ph: (850) 561-2407 Dr. Edward G. Tolliver, Director

Building Collaborative Partnerships with Local Churches to Assist Low Performing Schools

Abstract

Since the founding of the Black church, these institu-tions have strived to implement and fulfill their missions. These institutions acknowledge the importance of becom-ing actively involved in the community as well as engag-ed in the lives of young people. Black churches are facedwith unique challenges every day, however, they provide a significant number of resources to the communities at-large. In this study, we examine the role of partnershipsthrough local churches and its impact on low performingschools using qualitative methodology. Research showsthat low performing schools are influenced positively bypartnerships with Black churches.

Introduction In recent years, the importance of school com-munity relations and overall school public relations has grown rapidly. The development of sound and construc-tive relationships between the school and the commu-nity are a necessary and natural function of a publicly supported institution in a democratic society. This posi-tion arises from a consideration of the public character of the school and the legal framework within which it operates. It is also supported by the role of public opin-ion in shaping educational policies and practices. Even though the American way of life is characterized by con-stant change, these considerations nevertheless form the basis of the decision making process in the manage-ment of public schools, and they exercise an influence on the nature and direction of change (Bagin, Gallagher, & Moore 2005). Communication is a key element to building effec-tive relationships with external stakeholders. Schools that communicate with their external publics in an or-ganized way have a better chance of receiving public support, minimizing criticism, learning the values and priorities of a community and reducing many function- al ideas that will help them educate students better. Too often there has been little interaction be-tween educators and community partnerships. Today, ents in regard to engaging in religious activities;

however, there is a surge of interest in partnerships be- and

tween community and faith-based organizations and 3) the guidelines also include reminders to vol- schools in efforts to improve schools by effectively

enhancing student learning and development. Thisseamless approach combines “inside” expertise with “outside” resources and support, resulting in a dual bene-fit: expanding services, support, and opportunities for young people, while strengthening the school as auniversally available public institution for all residents. At their best, these partnerships transforms schools into “community schools,” vital centers of life that make their facilities and resources available totheir neighbors Church .”

Role and Mission Versus the Constitution

In 1995, the Clinton Administration released guide-lines on school and community partnerships. The guide-lines addressed faith-based organizations and schools that were interested in forming partnerships. "Our new guide-lines will help them work together on common ground to meet constitutional muster, to avoid making students uncomfortable because they come from different religious traditions, while helping students make the most of their God-given talents," Clinton said. A four-page document, published by the United States Department of Education (2003), titled "Guidelines for School Officials, Volunteers and Mentors Participating in Public School Community Partnerships," lists some dos and don'ts in developing school community partnerships:

1) schools that form partnerships and include faith-based communities must ensure the pro-grams are secular, include student participants without regard to their religious affiliation, and are held in spaces that are free of religious sym-bols;

2) schools should not limit participation in the partnership to certain religious groups and should neither discourage nor encourage stud-

unteers, warning them not to pray with students,

Patricia Green-Powell, Ph.D., Associate Dean of Student Services & Associate Professor of Educa-

tional Leadership, Adriel A, Hilton, Ph.D., Executive Assistant to the President, Upper Iowa University

and Crystal L. Joseph, Ph.D., Research Programs Coordinator, Florida A&M University

6

American people (Boyd-Franklin, 1989; Taylor, Ellison, Chat-ters, Levin, & Lincoln, 2000). These researchers further noted that no other institution in the United States can claim the loyalty and attention of African Americans that the Black church claims. Schools by themselves cannot achieve goals and objectives of the institution alone. Schools are discovering that faith-based and community groups can be important allies in supporting student learning (Roehlkepartain, 2007). Low-performing schools, in particular, need the assistance of commu-nity stakeholders to raise stu-dent performance (United States Department of Education, 1998). Given the importance of the church in the Black community, it is likely that any attempts to introduce educational, social, political, economic development or health programs to dis-advantaged or minority communities would require their participation. In the current political climate, standards-based reform is creating pressure to increase student achievement, a pressure felt most intensely by teachers and administra-tors. Meanwhile, community builders – community develop-ment corporations, neighborhood-based organizations, faith-based groups, settlement houses, and others – are starting to include education reform as part of their agenda to de-velop the community’s social, physical, economic, and politi-cal infrastructure.. In a 2003 study, researchers Mark Regnerus and Glen Elder Jr. demonstrated that when youth from low-income neighborhoods attend church, their aca-demic performance improves. The study, commissioned by the Center for Research on Religion and Urban Civil Society, relied on data from the National Longitudinal Study of Ado-lescent Health to examine the relationship between religion and academics in nearly 10,000 students. Regnerus and Elder (2003) found that the poorer the neighborhood, the more church attendance helped kids to improve academi-cally. The findings held true even after controlling for obvi-ous influences, such as a student's relationship with parents. Regnerus and Elder (2003) are not the only research-ers to find a link between church and academic excellence. More than 600 studies identified by the Center for Research on Religion and Urban Civil Society have also shown the positive effects of religion on physical, mental, and social health. In 2002, Loconte and Fantuzzo (2008) conducted a study that focused on social services delivered by faith-based organizations. Leaders at 37 faith-based organizations from 22 states were interviewed. The faith-based organiza-tions worked with public schools, correctional centers, child and family service providers, public housing agencies and juvenile courts. The researchers found that religious organi-zations met the emotional needs in the lives of youth by building relationships of trust and love.

preach about their faith, or prohibit or dis- courage any activity solely because of its religious nature.

President Bush signed an Executive Order (EO) in 2001, allowing for increased partnerships between faith-based groups and the government. The EO created a White House Office on Faith-based and Community Initia-tives to “help funnel millions of dollars to religious groups working on social problems” (O'Keefe 2001, p. 1). The or-der also instructed the five cabinet-level agencies (Department of Health and Human Services, Department of Housing and Urban Development, Department of Labor, Department of Justice, and Department of Education) to lift regulations that had prevented nonprofit religious groups from collaborating with the Federal Government. President Bush asked Congress to make it easier for faith-based groups to compete for federal grants traditionally obtained by secular nonprofit groups (O'Keefe, 2001). Some groups, including African-American faith-based groups, opposed President Bush's commitment because they viewed his EO as a violation of the Constitu-tion's First Amendment declaration of separation of church and state. Traditionally however, Black churches have had a cooperative relationship with government. According to a study of 1,236 congregations published in the 1999 American Sociological Review, "nearly two-thirds of pas-tors from predominantly African-American churches said they would seek government funds for social service pro-jects. That contrasted with a mere 28 percent of conserva-tive, mostly White evangelical church leaders” (O'Keefe, 2001, p. 2). For years these donors shunned religious institu-tions, worried about the separation of church and state. But now, many have come to believe that churches, by their very nature, can supplement what they see as gaping holes in public schools, providing moral or religious train-ing and treating the whole range of social ills that doom many children to failure. To avoid church and state con-flicts, most donors require that funds be used for nonreli-gious educational programs; filling a gaping hole. Past and present administrations have recognized the importance of church and state separation; however, they have also recognized the need for faith-based organi-zations to be included in the development and delivery of educational and social services. Since religious institutions are considered one of the prime sources of moral teach-ings in the community and based on findings that over 50% of all Americans regularly attend church, church involve-ment in addressing social, political, and educational prob-lems would seem appropriate (Loury & Loury, 1997). It can be argued that the influence of the church is even greater within the Black community. The Black church has been long recognized as the oldest and most influential institution founded, maintained, and controlled by African

7

The leaders considered exposure to faith as a very crucial part of their effectiveness with youth. Improving academic performance seems to flow from "doing" church than from merely believing. In neighborhoods where libraries and schools are depleted and after-school jobs are hard to find, the church is the main resource-rich presence in the comm- unity . For instance, Black churches in Leon County, Florida, have been very supportive and attentive to the needs of the children within their communities. These churches recog-nize the unique problems that exist for children residing in their communities and have sought ways to address these problems through grants, corporate sponsorship, congrega-tional and community support. In an effort to serve the youth in its community, Bethel African Methodist Episcopal (AME) Church was the recipient of a Department of Juvenile Justice grant in 2002 that was utilized to provide after school services (i.e., mentoring and tutoring) for elementary and middle school children. Many of the mentors for this pro-gram were criminal justice students from Florida A&M Uni-versity. New Mt. Zion AME Church, located in Tallahassee, Florida, in its efforts to provide school supplies for the chil-dren in the community, sponsors an annual backpack pro-gram where children are given backpacks filled with the necessary supplies for the new school year. It should be noted that Griffin Middle School, which is located about .2 (two tenths) miles south of New Mt. Zion AME Church, per-formed better than other schools located in disadvantaged communities.

The Black Church: A New Agenda

Those who would save America's inner-city schools are discovering a long-neglected resource, the Black church. From after-school tutorials to summer schools, com-puter classes to family science activities, Black churches are renewing their historic commitment to education. But now, they are getting money from private foundations and some government agencies that see Black churches as their best link to children in neighborhoods beset by poverty, violence, and school failure. As retired Senior Bishop John Hurst Adams of the AME Church observed recently, Black churches are operat-ing essentially on the agenda given to them by their foun-ders. The first agenda of early Black American congregations and of emergent denominations included (a) the proclama-tion of the gospel, (b) benevolence, (c) education and, by the mid-19th century, (d) foreign missions (Jones, 2001). The fact that these items continue to dominate the church’s mission priorities and stewardship planning may be attrib-uted in part to the continuing marginalization and relative powerlessness of Blacks in American society. It is also due, in

part, to the fact that religious institutions in Black communi-ties have not been sufficiently cognizant of the radical impli-cations that the changing political, economic, and social realities have for their life. Bishop Adams’s antidote for this institutional inertia is “zero-based” mission planning -- an imaginative and valid suggestion. The church’s historic concern for education initially focused on efforts to compensate for the exclusion of Blacks from access to elementary education. After emancipation, the most pressing concern became that of establishing and supporting secondary schools and colleges (Jones, 2001). By 1900, the churches had compiled an impressive record: Black Baptist associations were supporting some 80 elemen-tary schools and 18 academies and colleges; the AME churches were underwriting 32 secondary and collegiate institutions; and the smaller AME Zion denomination was supporting eight (Jones, 2001). Historically, the Black Church has been a core institution for African-American philanthropy. The Black Church does not only serve as a faith-based house of worship, but also facilitates organized philanthropic efforts including meeting spiritual, psychologi-cal, financial, educational and basic humanitarian needs such as food, housing, and shelter. Most Black churches are community focused, committed to helping the inner city, and are owned and operated by African-Americans (Duran, 2001). Their impact on the Black community, especially as it relates to education, is historically well-documented. The following examples show ways in which schoolshave developed collaborative partnerships with churchesand other religious organizations:

1) Between 2002 and 2004, there was a 50% increasein the number of faith-based organizations receiving state funding to provide juvenile delinquency preven- tion services in Florida. These services typically involv- ed educational and character development activities. Following the direction of the Federal Government, the leadership in Florida recognized the importance and commitment of faith-based organizations in providing community-based social services and encouraged their participation. State agencies were encouraged to so-licit faith-based and other nontraditional service pro-viders to compete for grants and other funding sources on an even playing field with other social service agen-cies.

2) The University of South Florida, located in Tampa, Florida has developed a Church Leaders Assuring Stu-dent Success (C.L.A.S.S.) program, designed to promote the collaboration and sharing of educational resources and information between faith-based organizations, community groups and schools. Shiloh Baptist Church in Washington, DC, established a Family Life Center to strengthen and nurture families in the surrounding community, bringing them together for educational, cultural, and recreational activities. One of its

8

educational programs is the Male and Female Youth Enhancement Project, designed to stimu-late healthy lifestyles in African American youths ages 8-15 in the community by providing them positive role models, socialization activities, and educational enrichment.

3) In Jackson, Tennessee, 10 churches have de-signed a tutoring program in collaboration with the local school system to serve children residing in public housing and other neighborhoods. Three nights a week, church buses provide transporta-tion to church facilities where 250 volunteers work with 350 children, providing assistance in reading and mathematics. Volunteers from the tutoring program also raise funds to purchase school supplies and then operate a school supply"store" that gives school supplies to students priorto the opening of school.

4) The Sixth Episcopal District of the AME Church (Georgia) launched an America Reads Challenge project with emphasis on rural areas. "Meeting Our Community in Their Community" launched acampaign to provide a home library for every fami- ly in several rural areas. The fourth Sunday of each each month was declared "My New Books Sunday." The project culminated in a special learning and recreational event featuring storytelling, read- ing aloud, and a time for children to pick out their new books.

Conclusion

Many national religious organizations are commit-ted to being a part of improving the educational opportuni-ties available to children in the communities that are served by their houses of worship. Together, national organiza-tions, their local affiliates, schools, communities, and indi-viduals can make a positive difference in the family’s in-volvement in education and help improve schools by assist-ing children to achieve high standards. In today’s world of expanding educational and technological opportunities, it is more important than ever to find effective and efficient ways to move national initiatives to the local, grassroots level, because that is where the real action takes place, which is helping children learn.

Recommendations

The following recommendations are made to assist school administrators in low performing schools in building collaborative partnerships with faith-based organizations:

1) Encourage and build collaborations between state and federal agencies responsible for the oversight and delivery of educational services and faith-based insitutions.

2) Study the feasibility of creating a faith-based institute to serve as a clearinghouse and training hub for faith-based organizations. The institute would also provide programmatic and manage-ment training, specific goal and objective meas-urement, evaluation, and documentation.

3) Develop strategies to solicit faith-based insti-tutions to utilize their existing resources (i.e., facility, transportation, etc.) to provide needed educational and social services within their community.

4) Faith-based institutions must make assistinglow performing schools a part of their mission work.

References

Boyd-Franklin, N. (1989). Black families in therapy: A multisystems ap-proach. New York: Guilford Press.

Florida Comprehensive Assessment Test Student Performance Results: Demographic Report, 2000-2007.

Florida Department of Juvenile Justice 2006 Comprehensive Accountabil-ity Report.

Duran, L. (2001). Caring for each other: Philanthropy in communities of color. Grassroots Fundraising Journal. Retrieved November 19, 2007, from http://www.grassrootsfundraising.org/magazine/archives_f4o1.html.

Jones, L. N. (2001). The Black churches: A new agenda. Christian Century. Retrieved November 19, 2007, from http://www.religion-online.org/showarticle.asp?title=1219

Loconte, J., & Fantuzzo, L. (2002). Churches, charity and children: How religious organizations are reaching America’s at-risk kids. Retrieved December 16, 2008, from http://www.baylor.edu/content/services/document.php/24229.pdf

O'Keefe, M. (2001). Americans. Newhouse News Service. Retrieved November 22, 2007, from http://www.newhouse.com/archive/story1b013001.html.

Roehlkepartain, E. C. (2007). Engaging faith communities as allies for reducing educational disparities. Retrieved February 8, 2009, from http://www.cyfc.umn.edu/publications/connection/pubs/07fall/04-EngagingFaithCommunities.html

Taylor, R., Ellison, C.G., Chatters, L.M., Levin, J., & Lincoln, K.D. (2000). Mental health services in faith communities: The role of clergy in Black churches. Social Work, 45, 73-87.

United States Department of Education. (1998). Turning around low performing schools: A guide for state and local leaders. Retrieved Novem-ber 19, 2007, from http://www.ed.gov/pubs/turning/part3.html

United States Department of Education. (2003). Guidelines for school officials, volunteers and mentors participating in public school community partnerships. Retrieved December 11, 2008, from http://www.ed.gov/inits/religionandschools/v-guide.html

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Participants are enrolled in grades 7th-11th:

An African-American male enrolled in a Florida middle or high school A child of a low income family A depressed grade point average that does not adequately represent the potential of

the student A history of disciplinary problems or the propensity to display irregular behavior Willingness to commit to the program through high school graduation Willingness to consider post-secondary education after high school

Anticipated Outcomes:

75 percent of the students’ grade point averages will increase by 20 percent 70 percent of the students will meet all college course requirements by graduation 90 percent of the students will graduate 70 percent of the students will manifest a change of attitude by

Increasing their class attendance; Decreasing their discipline referrals ; Improving their appearance; and Seeking college university admission.

Programs participants attend a six -week summer school session at the FAMU campus. While the program curriculum will be the focal point of the summer session, the by-product is exposure to college, campus activities and life style. Students will attend classes daily, Monday through Thurs-day from 8 a.m. to 4 p.m. Friday will serve as a personal development day. The program includes transportation to and from the campus, lodging, food, books, and classroom materials. Given our current appropriations FAMU will house, feed, insure, and provide personnel to instruct, mentor

and counsel approximately 40 young men during the 2012 summer residential program.

Please Note: Because of deep budget reductions totaling more than 80 percent ($485,300.00) of the 2008-2009 fiscal year appropriation; our rationale for the Give One ($1) To Save One initiative becomes part of a solutions-based self-sufficiency model. Florida has approximately 325,000 Black male students; and, in order to have any creditable statewide impact our BMCEP budget would need to approach 200 million dollars given only 37 percent of Black males graduate from schools in Florida.

Edward G. Tolliver, Ph.D., Director

FAMU College of Education

(850) 561-2407

edward.tolliver@famu.edu

SokheChapke Publishing, Inc.