- Education
- K-12
- Reforming Education
US public education has many stakeholders, some of whom are not routinely part of policy discussions or decisions. Discussions in nine communities with persistently underperforming schools aimed to map the boundaries of inclusion and probe the perspectives of those whose lives are affected by the quality of schools but who have no voice. This report presents the substance of those community conversations and offers suggestions for improving the critical democratic institution of public schools.
Key Takeaways
- Limited Community Knowledge: Many community members are unaware of their local schools' performance ratings, which hampers their ability to engage meaningfully in educational decision-making and advocacy efforts. This lack of information highlights a significant barrier to effective community involvement.
- Desire for Partnership: Despite feeling excluded from significant educational decisions, community members express a strong desire to collaborate with schools and stakeholders to improve local education. They seek equal partnership in decision-making processes to address the unique challenges their schools face.
- Identified Barriers to Engagement: Participants in the study cited various barriers to active engagement, including time constraints, lack of knowledge, systemic exclusion, and concerns about retaliation for advocating for change. These barriers limit their participation despite a willingness to contribute.
- Value of Collective Action: Community members believe in the strength of collective action over individual efforts. They feel more empowered when working together to advocate for better educational outcomes, indicating the potential for organized community initiatives to effect meaningful change.
- Need for Capacity Building: The findings emphasize the necessity for capacity-building initiatives that equip community members with the knowledge and skills needed to navigate educational structures and advocate effectively. This would enhance their ability to contribute to discussions on educational quality and improvement.
The Unheard Voices Project: Community Conversations by Hoover Institution
Cite this essay:
Marzena Sasnal and Margaret E. Raymond, “The Unheard Voices Project: Community Conversations,” Hoover Institution, Program on K–12 Education, March 2026.
