Public Private Partnership to improve Access to Public Education

by | Apr 22, 2023 | OP ED (Formerly Blog)

By Ameyavikram Pathak, Member, Finance Committee, Princeton Foundation for Peace and Learning. USA

The United States Federal, state, and local governments provide $764.7 billion or $15,120 per pupil to fund K-12 public education as of 2023. Among the United States’ public standards of education, the state of New Jersey ranks third and first in terms of digital learning. Yet there are significant variations in the school graduation rates depending upon socio economic factors. Here I discuss why amidst the high standard of education arranged by the government, students are still dropping out of school and how a robust, comprehensive, and integrated Public Private Partnership based on our real-world experience is critical to address the deeply rooted complex social issues.

During my schooling, I had the opportunity of attending two quite different school districts within a span of just a few years. The first one was Ewing School district in New Jersey. Ewing’s diverse minority population in general is not as financially well-off as citizens in neighboring towns. In that school, I was at the top of my class, excelling exceptionally in my advanced courses. Three years later, I moved from Ewing to Hopewell, an advantaged Mercer County town. Although I was still in accelerated classes, it was significantly more challenging to maintain my top level in the class as everyone’s competence level was high. Many of the students in this school district also had access to after-school tutoring and other social support systems. On the graduation day of my high school, only one person in my class of about 360 students didn’t get the diploma. At the same time, just 10 miles away, a quarter of Trenton Central High School’s (TCHS) seniors didn’t graduate that year, and about every year on average. Such disparity leads one to wonder, why? Is it merely because of lack of facilities at the schools?

Highlights 2020-21: Trenton Central High School

 

·  TCHS Main Campus placed in the bottom 50% of all schools in New Jersey for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).

·  The percentage of TCHS students achieving proficiency in math is 2% (NJ state average 26%) and in reading / language arts is ≤20% (NJ state average of 47%).

·  Minority enrollment is 99% of the students, majority Hispanic, (NJ state average of 59%)

https://www.publicschoolreview.com/trenton-central-high-school-main-campus-profile

 

Government is Doing its best

The United States Federal, state, and local governments provide $764.7 billion or $15,120 per pupil to fund K-12 public education as of 2023 (Hanson Melanie, 2022). Among the United States’ public standards of education, the state of New Jersey ranks third (McCann, 2022); WalletHub analyst Jill Gonzalez also further elaborates that NJ ranks first in terms of digital learning because a majority of NJ public school systems have comprehensive strategies in place to deploy technology in the classroom, incept a series of trainings for teachers, and efficiently gather instructional resources to build remote lesson plans (Mooney, 2021). So, the question is: amidst the high standard of education arranged by the government, what is still causing students to drop out of school?

Studies suggest that underprivileged students in NJ public schools are not being able to avail the resources provided by the government and primarily dropping out of school due to the social reasons (Fund for NJ, 2022). Students are more likely to complete schooling if they have an overall sense of belonging alongside safe environments of consistent support and resources (Allen et al., 2018).  Understanding and addressing the needs of underprivileged students in schools can promote such a sense of school belonging, which in turn can help raise graduation rates in impoverished areas.

Social issues prevent the use of resources.

A common cause is economic segregation.  Nearly 70 years ago – in its 1954 Brown v. Board decision — the Supreme Court framed racial segregation as the cause of educational inequality (Brown et al. V. Board of Education of Topeka). And yet, even today, NJ public schools located in underprivileged areas have higher school drop-out rates (Orfield, 2017).  For example, Trenton Central High School, located in Trenton, NJ which is an underprivileged Mercer County district, and has graduation rates as low as 77% compared to neighboring Princeton HS’s graduation rate of 96% (US News Education, 2021). While PHS has only 10% of students living in poverty, 46% of TCHS students are so economically disadvantaged that almost half of all TCHS students depend on free school lunch programs everyday (US News Education, 2021). School districts composed of majorly Latinx and African American students or low-income families often are underperforming schools and lower graduation rates (Hernandez, D. J., 2011; Chaudry & Wimer, 2016). In 2016, the number of young people ages 16 to 24 years who did not complete high school or were not enrolled in high school was 3.7 times higher in low-income families compared to high-income families (McFarland, J. 2018).

Effect of drop out:

Dropping out of school affects students’ life trajectories in many ways, as they become less likely to earn a wage or escape poverty while also becoming more likely to deal with the effects and consequences of lifelong health problems (Chaudry & Wimer, 2016). The challenging socioeconomic situation in underprivileged cities further widens the segregation creating a vicious circle perpetuating poverty (Fund for NJ, 2022, Orfield, 2017). Students trapped in such social disadvantages become prone to resenting their environments and susceptible to engaging in crime that could entail lifelong, repetitive reprimanding (Damm & Dustmann, 2014, p. 1806-1832).

Research suggests a negative correlation between educational attainment and most types of crime. Enrollment in any school level reduces local violent and other crimes significantly (Bell et al., 2022). A prime example of it is the comparison between Princeton and Trenton’s crime index values of 791 and 3,422, respectively (USA.com Database, 2014). In addition to being almost being at the top of the NJ crime index list by city, the severity of crimes committed in Trenton were outstanding especially compared to Princeton-area crimes (USA.com Database, 2014), with murder, rape, and arson cases marginally more frequent in Trenton.

It’s evident that ensuring a safe and successful future for low-income high-school students is critical for themselves, their families, and the whole society. It is also evident that efforts to create a system that is more equitable only in terms of dollars or school facilities, may not succeed. There is a clear need to formulate policies that address the local needs of students that are prone to community violence, or mainly students from working-class families to prevent negative consequences and crimes.

Next steps

Need to recalibrate ongoing efforts by the government

Looking to the past provides insights for the future. American public schools, specifically NJ’s public schools, receive funding from property taxes and local & state government funds. In the case of a low-income, urban NJ district like Trenton, most of the school costs are covered by the state government, and the rest is covered by local property taxes and federal funds provisions (NJ Ed. Report, 2021). The opposite holds true for suburban, wealthy NJ districts such as Princeton. NJ’s Department of Education has even reported actively providing funds to districts for years, especially in cities like Camden and Trenton, where poverty is highest (Baker et al., 2017). For example, the NJ Department of Education provided a grant of $2.5 million towards improving the quality of after-school programs at two Trenton middle schools (Community News, 2022). Another example was a recent announcement made by the Murphy Administration in January that the state government has an availability of $350 million to allocate towards school construction projects, such as building school facilities that offer a safe and secure learning environment (Murphy Administration, 2023).

The issue is that such fund allocations are primarily focused on logistics like after-school programs or building school facilities and regrettably do not address the lack of personnel (career coaches, tutors, life mentors / counselors) needed to positively influence students in schools like TCHS. Studies have demonstrated that teacher / counselor interaction is one of the main indicators in establishing a sense of school belonging (Allen et. al, 2018). There seems to be gap between local government officials and the school board in formulating policies to ameliorate dropout rates, because the issue is not the lack of public goods provision, but rather the absence of “belonging” within the TCHS school system. This also ensures the holistic development of students, and potential to enhance graduation rates.

A paradigm shift is needed to assure students’ pursuance of education. The attainment of education by individuals in segregated areas can solve a multitude of complex, societal problems. Educated individuals not only vitalize the economy, but also become better thinkers who value unity over division (Naros & Simionescu, 2019). Essentially, the disadvantaged students require continuous, long-term investments into the security of their future life paths. Doing so will help schools in underprivileged & unsafe areas see lower dropout rates, truancy rates, and criminal activity.

Like all social issues, access to education is a complex problem (Patrinos, 2023). It can not be addressed by one sector or organization. It requires a comprehensive, multipronged, and integrated approach that merits a “Public Private Partnership.”

Learnings from the Princeton Foundation for Peace and Learning educational endeavors: Social problems are complex problems.

Princeton Foundation for Peace and Learning has advancing women’s education and empowerment in India for the last 12 years. The candidates are chosen through a highly selective application process, and winners are offered the opportunity for self-development through three major pillars: Fellowship, Internship, and Mentorship. These components were carefully designed and perfected by experts at Princeton Foundation over the last 12 years, and have resulted in great educational, career, and personal development of the girls and women in India who were recipients of the Princeton Foundation Fellowship in the past.

Between 2011-2019, The foundation offered only financial support to the winners in the form of Fellowship for Peace and Learning covering their college tuition fee. In the year 2020, we introduced a formal Mentorship program to cultivate the fellowship winners as the future leaders of the world. The program is geared to “kindle a spark and ignite a fire within the winners that will be too fierce to be doused by anyone and anything and will sustain amidst every storm of life.” The program also inspires a chain reaction to shape each of the winners to serve as a champion for of the cause of women empowerment across the globe. In fact, each recipient takes the same Pledge of Gratitude: “I pledge that if I get selected for the Fellowship for Peace and Learning, I will support at least two or more girl students in the pursuit of self-empowerment in their lifetime.” All in all, the Foundation helps its winners blossom into the apex version of themselves, change their potential into reality, and in turn help others evolve, all while making the world a better place.

Since the introduction of the mentorship program, our educational endeavors suddenly catapulted to the next level. The interaction with the Princeton Foundation mentors is deeply appreciated by the students as well as college authorities, some of whom commented that “there were some other organizations who provided financial support, but no one ever gave us their time and attention the way Princeton Foundation does.”  While such feedback is deeply satisfying, it also help us understand the real need of the students and shape our next efforts.

Based on the feedback of the students and college authorities, we recently initiated an ‘Internship’ program in collaboration with corporations as well as nonprofit organizations. The internships are geared to provide students with real world work experience, professional mentorship from supervisors, and networking opportunities with future employers. This allows students to gain valuable experience within their chosen field, making them more competitive job applicants upon graduation, perhaps even for that very same company with which they have interned.

In a nutshell, our experience over the last 12 years demonstrates that providing merely financial support or facilities may not serve the purpose of educating all members of society. It requires personal attention to develop a relevant and comprehensive program that addresses the needs of the end users; in this case, students.

Future Direction

Students need support that extends beyond the simple provision of logistics and funds to graduate. Tackling dropout rates will entail creating a collective action platform, or “CAP,” that will unite various stakeholder groups: the school board, the NJ Department of Education, Corporations (through their CSR programs) and non-profit organizations that provide consistent educational support. It is of utmost importance to establish this CAP of all stakeholder groups to address the issue further, rather than addressing the problem individually. This does not mean creating a new nonprofit organization, but rather bringing together individual entities to ameliorate rising dropout rates together. Without steady, clear, and concerted efforts of all groups, this policy will fail.

Through the establishment of the CAP and based upon the deep analysis, the NJ Department of Education can not only recalibrate fund allocations to what really matters, but the CAP can also leverage educators, mentors, tutors, career coaches, and more from nonprofits to provide extra manpower. By increasing support and resources for low-income children who truly need it, this initiative will not only address rising dropout rates but will also provide relief to teachers. Non-profit volunteers from various organizations can provide ancillary educational services such as career coaching to help students find their passions in the workforce, mentorship to help students develop academically and ethically, tutoring children who are lagging in classes, etc. to students during non-conflicting hours against the school schedule. A Public-Private-Partnership between various stakeholders organize mentoring, extra tutoring, career opportunities, etc. can enhance the possibilities of the holistic development of impoverished students rather than just detached pedagogy, will enhance the schooling standard for students, and will create responsible leaders of tomorrow who will stimulate the economy.

The NJ Dept. of Education has the ability to appropriate state aid to local districts, but the key difference in the Trenton CAP proposal would be appropriating funds alongside identifying and leveraging volunteers who are willing to support the graduation process of students. Princeton Foundation’s experience over the last 12 years has validated that rather than merely enhancing financial support, a comprehensive approach is critical to addressing the pressing issue of educational dropouts and create a healthy and educated society.

 

References

  • Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34. https://doi.org/10.1007/s10648-016-9389-8
  • Baker, B., Farrie, D., Johnson, M., Luhm, T., & Sciarra, D. G. (2017, December). Is School Funding Fair? Rutgers Graduate School of Graduation.

https://edlawcenter.org/assets/files/pdfs/publications/National_Report_Card.pdf

  • Bell, Brian, et al. “Why Does Education Reduce Crime?” Journal of Political Economy, vol. 130, no. 3, 2022, pp. 732–765., https://doi.org/10.1086/717895.
  • Chaudry, A., & Wimer, C. (2016). Poverty is not just an indicator: The relationship between income, poverty, and child well-being. Academic Pediatrics, 16(3), S23–S29. https://doi.org/10.1016/j.acap.2015.12.010
  • Damm, A. P., & Dustmann, C. (2014). Does growing up in a high crime neighborhood affect youth criminal behavior? American Economic Review, 104(6), 1806–1832.  https://doi.org/10.1257/aer.104.6.1806
  • Naros, M S, & Simionescu, M. (2019). The Role of Education in Ensuring Skilled Human Capital for Companies. Theoretical and Empirical Researches in Urban Management, 14(1), 75–84. https://www.jstor.org/stable/26590930
  • NJ Ed. Report. (2021, August 30). How are schools funded in New Jersey, and why are my property taxes so high? NJ Education Report.

https://njedreport.com/2021/02/22/explainer-how-are-schools-funded-in-new-jersey-andwhy-are-my-property-taxes-so-high/

  • Hernandez, D. J. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Annie E. Casey Foundation.
  • McFarland, J. (n.d.). Trends in high school dropout and completion rates in the United States: 2018. National Center for Education Statistics, 101.
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Author

  • Ameyavikram Pathak is a Graduate student at Harvard University Class of 2026, Resident Coordinator of the Princeton Foundation's Board of Trustees, and Member of the Finance Committee of the Princeton Foundation for Peace and Learning. He has been associated with the Princeton Foundation since its inception and was the Founding President of the Young Ambassadors program - youth wing of the foundation. He also is the Founder of Princeton Foundation's sister non profit organization ResQ Global (www.resQglobal.org) dedicated to animal rights and environmental protection.

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