A More Concentrated & Concerted Effort Around Collaboration

In California, each of the education sectors are focused on individual missions that are tied to segmented funding streams that hope to achieve its own tailored definition of student success. Neither sector is driven by not concerned with what happens to students at the next transition point of the education pipeline. They are all like the minions in the Pixar film, The Minions, screaming, “Mine! Mine! Mine!”. Narrowly focused on their own objectives and failing to see how they connect to a larger system, the education sectors continue to fulfill the broken promise “to ensure students move effectively and efficiently though the entire educational system” (Rippner, 2016, p.171). As Rippner (2016) explains, “Random acts of access and success will not address what are increasingly becoming systemic issues of connections“ (p.172).

A more concerted effort around collaboration is needed but also attention must also be given to accountability. If it is documented that access to college information has an impact on a student’s decision to attend college, at each education sector (and probably in age appropriate ways at each grade level), information about college should be woven into the curriculum. Whether it’s a field trip or college week on campus, this information should be abundantly available to both students and parents. In fact, policies should be created that ensure parents are engaged throughout the process. Recognizing that college may not be the best fit for every student immediately following high school, the information about as well as technical/vocational options, should not be hard to find or a “random act”. Rippner (2016) details several barriers to collaboration, all of which are valid. However, I challenge educational leaders and policymakers to accept that if we know barriers exist, we can surpass them and in doing so, must hold each other accountable to streamline processes and student transition to the next sector of the P-20 pipeline.

A concerted effort around collaboration is paramount, be it through a council, board, or other joint body of stakeholders. Bryson, et.al (2006) suggests that, “a culture of collaboration can be jumpstarted with quick wins” rather than tackling the biggest most complex issues first. As it relates to collaboration, the efforts must be intentional rather than symbolic. As Rippner (2016) details, “it is not as simple as scheduling a meeting, inviting the collaborators and waiting for good things to happen” (p.175). It takes work and purpose behind that work. Some low hanging fruit might be for educational leaders and policymakers to develop a comprehensive parent education curriculum (P-12) introducing all post high school opportunities for students and strategies on how to engage/prepare their student(s) at each grade level. A curriculum that’s consistently administered throughout the state, developed in conjunction with counselors, advisors, and faculty from each sector. A qualitative research study in California found that comprehensive partnerships had a significant effect over time on the number of ninth graders graduating high school and enrolling in community college or a CSU. The opportunities for enhanced and intentional collaboration are unfortunately almost endless.

Time is of the essence as the need to an educated and skilled society continues to intensify. Equally criticial is the need for skilled and educated policymakers and educational leaders who are relentlesly focused on streamlined collaboration at each and every transitional point of the educational pipeline. This work must be once treated and concerted on ensuring student success does not fall squarely on the the shoulders of parents and families, many of whom rely on the educational system (the experts) to do this work. Leaders and policymakers must overcome barriers, escape silos, and survey the entire P-20 landscape if the outcomes and success of our students is to improve.

Bryson, J., Croby, B., Stone, M., (2006). The design and implementation of cross-sector collaborations: Propositions from the literature. Public Administration Review. 44-55.

Rippner, J. A. (2016). The American education policy landscape. New York: Routledge.