Abstract
This chapter shares the organization background, theoretical frameworks, the case example of an Education CAFE model, challenges, and recommendations by the Intercultural Development Research Association (IDRA) from its more than 45 years of ground-breaking work in strategic partnerships focused on family leadership in education. The IDRA Education CAFE (Community Action Forums for Excellence) is a parent group that is rooted in a community-based organization, rather than in a single school. Its sole purpose is to collaborate with schools to improve the success of students in the community. IDRA developed the model through strategic partnerships with schools, families, and communities. It is the central focus of this case study illustrating lessons learned and next steps for successful strategic partnerships for family leadership in education.
TopBackground
Throughout IDRA’s more than 45-year history, a strong model of family engagement in education has evolved, constructed from the experiences in the field, especially with Title I schools and the families whose children attend them. The research-based practices and experiences grew into the Education CAFE initiative, where the IDRA Family Leadership in Education model is thriving, embodied in grassroots organizations with effective community outreach. This section describes the rich history of IDRA’s family leadership efforts leading to the current strategic partnership, namely IDRA Education CAFE. As Figure 1 illustrates, IDRA’s Quality Schools Action Framework™ (Robledo Montecel & Goodman, 2010) incorporates family engagement in several key sections of a comprehensive change model. It shows how quality public education for all students can be achieved. The framework–or theory of change–is grounded in school reform research and practice.
Developed by IDRA’s president emerita Dr. María “Cuca” Robledo Montecel, the framework asserts the following:
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Though often neglected, coalition-building and community capacity-building are critical change strategies in improving graduation rates.
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One hundred percent high school graduation and preparation for success should be the goals for all children and the measure of success.
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While critical for students who are at immediate risk of dropping out, discrete dropout prevention programs cannot change the systems that give rise to risk in the first place.
Figure 1. Quality Schools Action Framework™ (Robledo Montecel & Goodman, 2010)
The IDRA Family Leadership in Education model began to take shape in the early 1980s. With support from the then-Office of Bilingual Education and Minority Languages Affairs, IDRA held training institutes in Texas for parents of students who were learning English. The parents sought appropriate curriculum and effective teaching for children. From the beginning, IDRA’s approach honored participants’ language and culture and focused on nontraditional parent engagement. The method was participatory, bilingual, and focused on parents having influence on their children’s education.
Key Terms in this Chapter
Actionable Data: Data that can be acted upon. Actions should be taken and are clear.
Intermediary Organization: External organization that supports the work of another organization.
Education Projects: Activities that focus on improving a specific aspect of educational practice or policy.
Collaboration: Working together to produce something.
Colonia: Semi-rural area in an unincorporated area of county.
Community-Based Organization: Non-profit groups that work at a local level to improve life for residents.
Family: Individuals who are legally, morally, and practically responsible for children and mostly likely the advocates for the best possible education for the children they rear.
Critical Conscientization: Describes key processes used. All activities are arranged and led by parents.
Distributive Leadership: Shared, collective leadership that builds the capacity for improvement and change.