Marbles in a Jar: Unlocking Family Allyship in Atlanta Public Schools

Abstract

Decades of research highlight the positive outcomes produced when families and schools work in partnership: student academic achievement improves, families develop larger personal networks, and there is increased job satisfaction among educators. Though these benefits are well documented, in practice, family engagement is a complex stream of work, the success of which is impacted by a multiplicity of community, family, student and school factors – chief among which are the right conditions for allyship. District leaders must ensure the necessary organizational and process conditions are in place to implement and sustain effective and equitable family engagement practices. This capstone examines the collaborative work I led to begin creating the necessary conditions for more effective and equitable family engagement in Atlanta Public Schools (APS). In it, I 1) analyze the organizational and process conditions in place in APS and 2) reflect on a series of co-design circles aimed to center family and community voices and to build relationships and trust among the community and APS. Through my analysis of progress made and not made to date, I make concrete recommendations and discuss implications for myself, the district, and the K-12 education sector.