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Multiple stakeholders shared conflicting viewpoints around  the  open enrollment programs  in both  Newark  and Camden:

o Parents shared a negative perception  of its impact on  neighborhood  schools, with the  majority  of concerns centered  around  increased difficulties with transportation,  and subsequent decline in extracurricular  activities at school.
o Education leaders shared a positive perception  of how  the open  enrollment

programs  increased school choice and options for  families.

FROM DATA in Q1
Increasing the Number of high quality seats that students have access to across the city- This was a policy decision to close certain schools, open new school models, and increase the number of charter seats.

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Multiple corps members

shared that  parents defined student  success as high

school graduation, whereas their  school defined success as college completion.

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“Teachers must be able to identify with their families… [they] go to local veterans in the school building and ask “how do I work with this family” instead of going out [to us] and just try to communicate.” – Community Leader

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“Teachers must be able to identify with their families… [they] go to local veterans in the school building and ask “how do I work with this family” instead of going out [to us] and just try to communicate.” – Community Leader

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Multiple stakeholders- including education leaders and parents- surfaced varied

perceptions  of educational success, ranging from specific indicators such as high

school graduation, student  growth,  and college persistence to  qualitative metrics

such as socioemotional  growth  and development.  Some  stakeholders referenced

comparison  points to  schools in wealthier districts.

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“I want TFA back in the district schools. I don’t know how to make that happen… We need a bridge between the districts and the charters.” – Community Leader

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“I want TFA back in the district schools. I don’t know how to make that happen… We need a bridge between the districts and the charters.” – Community Leader

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"We have children that have enormous emotional and social needs

and we need teachers that are prepared for that“

–-Parent

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One parent shared strong concerns  around  the treatment  of students in certain

charter schools, describing the treatment as “militant” and “slave-like”.

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One parent shared strong concerns  around  the treatment  of students in certain charter schools, describing the treatment as “militant” and “slave-like”. 

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All parents

interviewed  surfaced a desire to  be more  engaged in advocacy efforts

for their  students, including in the following areas: a focus on  culturally relevant

instruction,  arts education,  and vocational training.

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One parent noted  a

specific teacher who  has

been a partner  and champion  of her special needs child.

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Families want:
- want to be engaged in advocacy in CRP, arts, vocational - ALL parents
- culturally competent teaching
- convos w teachers instead of told on by Admin, parent
- safety, student
- opposed to militant style schools, parent
- "Leaving" the community for access - some parents, one staff

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Parents consistently

cited culturally competent  teaching as especially

important  for  building student  relationships.

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(TM- agreed)
Parents shared consistent themes:
- College and/or career-readiness
- Culturally relevant teaching
- Overall safety for their children.

School leaders, community leaders, corps members and alumni named parents’ primary educational aspiration for their children to be high school graduation and passing standardized exams