A few months ago, Susana Cordova, the new superintendent of , released her one-hundred-day entry plan. Having survived a divisive selection process and a difficult teacher strike at the beginning of her tenure, Cordova took a moment to ask the question: "What does it take to ensure that every child in our city thrives?"
With the release of her plan, she has put forth a vision that includes students, families, and staff working together to ensure that students do exactly that, with an emphasis on the need for her administration to reach out with new and intentional modes of engagement that ensure inclusion of all members of the community.
After reading the plan — and with Cordova's commitment to families front and center — my lingering question for Denver's education eco-space is whether the philanthropic community is willing to get behind community empowerment and advocacy as part of the solution. In order to do that, funders will need to be less prescriptive of the solution and more authentically responsive to what families say are their most critical needs.
Recently, released its , which takes the pulse of and tracks trends in national education philanthropy. The results reflect a number of changes in education philanthropy, including a greater focus on the "whole learner," as well as deeper investments in postsecondary education and workforce career readiness. A notable finding of the report is that among respondents to the survey, more than 60 percent provided funding for community and family engagement, and many anticipate growth in those investments over the next two years. The report also notes that among the factors or trends funders identified as having the greatest potential impact, engagement with learners' families ranked near the top, while a number of respondents emphasized the role of community organizing in driving and sustaining local school system change.
For more than ten years, a group of local Denver funders — now known as the — have worked together to help sustain the education organizing community in our region. As a group, we share the view: 1) that foundations have the power to either validate or legitimize entire fields of work due to philanthropy's outsized power and influence; 2) that collaboration among funders can foster and incentivize collaboration among grantees; and 3) that districts and schools often fail to develop a clear vision that permanently places families and students at the decision-making table. Our grantmaking focuses on involving communities of color and communities who are living in poverty to help determine solutions, instead of funders telling communities what they need.
Three years ago, launched to create a bridge between grassroots and "grasstops" organizing and high-impact family engagement strategies. Both the CEO Funders Collaborative and Climb Higher are thriving, but the reality is that not all funders, in Denver or nationally, view community engagement and family engagement as key to changing educational outcomes. Even more truthfully, many funders are uncomfortable with the notion that communities should bring solutions to us, rather than the other way around.
The Benchmarking Survey highlights the important and difficult question: "How will we navigate the challenge of sharing power with those who have historically had little, especially on occasions when their ideas differ from our own?" Which foundations have the appetite for and courage to take that risk? The Denver education environment is changing. Many school districts locally and across the country are experiencing strategy changes with new leaders. Many local funders — including Rose Community Foundation — are in the process of determining how we must evolve, deepen, and in some cases pivot from our current path.
What we hope emerges from this era of change is greater willingness among education funders and those in power to enable local communities drive and shape their own education systems.
Janet Lopez is a senior program officer for education at , where she works to help all children achieve academic success in the K-12 public school system.