inbrief issue 4: one by one

7/31/2019 inBRIEF Issue 4: ONE by ONE

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CONTENTS

Executive Summary 1

Who Participated? 2

What Are People Saying? 4

What Happens Next? 11

ISSUE 4 / FALL 2012

What was heard from the

conversations across all the regio

in the community will be used as

the foundation to begin developin

a communitywide agreement on

our priorities, responsibilities, an

goals for the future of education i

Duval County.

ONE ONE:Dening Jacksonvilles Priorities for Education

ExECUTIvE SUmmAryIn the fall of 2011, the Jacksonville Public Education Fund set out with the help of dozens

of volunteers on an effort to go into every part of our community and hear rst-hand the

hopes, concerns, questions and ideas that the citizens of Duval County have for the future

education in our community in their own words. Over the course of the past year, and 1

face-to-face conversations with nearly 1,600 community members in homes, businesses,

churches, and other organizations throughout every region of the county

we have done just that.

In this report, we present the ndings of what was heard. Across all regions of the communi

we found that people are energized to be more involved in decisions affecting the future of

education and have some very specic ideas about what they think needs to be done.

From hundreds o hours o recordedconversations, and over a thousandpages o transcribed notes, 15distinct themes consistentlyemerged as representing themost important issues to people

throughout the community, alongwith 50 specifc subthemes thatdescribe what people would like tosee done about them.

O the 15 themes, three o themClimate & Culture, Resources,and Community Supportwereheard more requently than anyothers. Within these, we heardpeople emphasize their prioritiesthat schools be sae, healthy, andpositively motivating environmentsor all students; that all schools

have enough resources to meetthe academic and supportingneeds and interests o allstudents; and that schools and thecommunities around them worktogether to support each other inmultiple ways.

Throughout the coming months,we will be using the fndingspresented in this report to return back to the community, inorm them o what we heardrom across the county, and use this inormation as a oundation or developing acommunitywide agreement on our priorities, responsibilities, and goals or the uture oeducation in Duval County.

The Jacksonville Pulic Education Fund is

an independent nonprot organization

that works to connect research with civic

voice to ring aout unied action to

support a system of universally excellentpulic schools in Duval County. We elieve

that an informed and active citizenry,

together with attentive and aligned

community leadership, will move our

schools forward to prepare students with

the skills they need for future success.

For more inFormation, call

(904) 356-7757 or visit us on the

web at www.jaxpeF.org.

brieFA pOLICy brIEF OF ThE JACkSONvILLE pUbLIC EdUCATION FUNd


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Jacksonvilles ONE by ONE campaign

kicked off in August 2011 with a powerful

art exhibition that told the stories of 20

Duval County students to begin sparking

public interest in conversations.

ThE ONE ONE CAmpAIgNEmpOWErINg A COmmUNITy

Two years ago, with a goal of empowering the public in DuvalCounty to dene our priorities for building an excellent publicschool system, the Jacksonville Public Education Fund beganplans for a large-scale community listening effort unlike anythingthat had been done here before.

Jacksonville was entering a pivotal period in the history o itspublic education system. At the time, one out o every threestudents who entered high school in Jacksonville was notgraduating on time and the Alliance or Excellent Educationestimated the economic impact o dropouts to be hundredso millions o dollars a year or Northeast Florida.1

At the same time The Community Foundation in JacksonvillesQuality Education for All initiative survey ound that moreJacksonville residents believed that having a top-rated publiceducation system was most important to Jacksonvilles uturethan any other issue, and The Thomas B. Fordham Instituteranked Jacksonville as the fth best city in the nation or theconditions or education reorm.2 The time was ripe or bringing

people together around this issue.

Based on a thorough review o best practices in other cities,the Jacksonville Public Education Fund identifed a successulinitiative in Alabama spearheaded by the Mobile Area EducationFoundation called Yes We Can!. Based on a series o conversationsabout public education and a resulting community agreement,Yes We Can! resulted in signifcant improvements to the cityspublic schools, which rose dramatically in the state rankingsbolstered particularly by increased academic achievement inits low-income schools. Perhaps just as notably, Yes We Can!provided a vehicle or Mobile residents to speak with one voiceor the frst time about its vision and priorities or education.

Jacksonvilles ONE by ONE campaign kicked o in August2011 with a powerul art exhibition that told the stories o 20Duval County students to begin sparking public interest inconversations. As the exhibit moved around to every regionin the city, structured, small group conversations unolded inprivate homes, religious institutions, community centersand businesses.

By August 2012, 1,597 people had participated in 161ONE by ONE conversations. Due to high participation and

demand, additional conversations have continued beyond thescheduled end o this part o the campaign. While the datain this report only reects those conversations completed byAugust 31, 2012, recordings and transcripts rom all ongoingconversations continue to be posted at onebyonejax.org.

WhO pArTICIpATEd?Throughout the campaign, we wanted to make sure we heardrom a reective sample o the entire community. Based on U.S.Census data or Duval County, it would take a sample o just over1,000 people to be sure the participants responses confdentlyreected those o the population as a whole. We exceeded thatgoal by over 50%, hearing rom nearly 1,600 conversation participan

by the date o this report.

To ensure that the sample was also demographically representativwe tracked the age, race, gender, and household income level oparticipants using anonymous surveys at each conversation.

The demographic proportions o the ONE by ONE participantsare presented in Table 1, along with a check o whether eachgroup was within 10% o their actual proportional representationin Duval County. In 13 o the 18 reporting categories, the samplewas representative within this range. Relative to the correspondincensus proportions, the sample was slightly overrepresented witemales and households reporting a combined annual income oover $100,000; slightly underrepresented with males, participantunder the age o 18; and just barely below the target range orwhite participants (though whites still made up nearly 50%o participants).3

To ensure we heard rom a geographically representative sampleo participants rom all areas o the county, we also asked surveyrespondents to provide their zip code o residence. In Figure 1,the red dots represent the number o participants rom each zipcode, with larger dots indicating more participants rom that areaAs seen here, the conversation results presented here representthe input o residents rom every region o the county.

hOW A CONvErSATION UNFOLdS

To ensure that every ONE by ONE participant had a chance tocontribute their ideas, conversations were kept kitchen tablesize, generally with eight to 12 people, and typically lastedbetween one and two hours.

The conversations, acilitated by a trained volunteer, guidedparticipants through a series o questions in our key areas:

Aspirations:What would an ideal community and schoolsystem be like in Duval County?

OurSchoolsToday: What currently works and whatdoesnt work in our schools today?

WhatNeedstoHappen:What conditions need toexist in order to reach our aspirations?

Refections:What are the top themes weve talkedabout today?

Notes rom the conversations were recorded by a trainedvolunteer scribe, entered into the database or analysis,and posted online along with audio recordings o theconversations at www.onebyonejax.org.


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ONE b ONESAPE

WITHIN 10% OF DUVACOUNT POPUATION?a

TOTA SAPE 1597 (NA)

Gender

Female 67% (+5.5)

Male 33% (5.5)Ethnicity

Asian 1.9%

African-American 40.4%

Hispanic 2.6%

White 49.6% (1.2)

Multiracial/N.A./Other 5.4%

Age

Below 18 9.1% (8.3)b

1834 23.3%

3554 38.7%

5574 24.8%

75+ 4.1%

Household Income

0 19,999 10.9%

20,000 39,999 17.3%

40,000 59,999 16.3%

60,000 79,999 13.4%

80,000 99,999 9.8%

100,000+ 32.2% (+6.1)

TAbE 1 ONE ONE CONvErSATION pArTICIpANT dEmOgrAphICS

a Based on 2009 U.S. Census estimates, the most recently available year when campaign began.

b A lower percentage o participants under age 18 than what is reected in the census data wasexpected considering census data includes all minors between ages 0 and 18 in that reporting

category and conversation participation did not involve students below middle school age.

FIG 1 ONE ONE CONvErSATION pArTICIpANT gEOgrAphIC rEprESENTATION

FINdINg ONE vOICEEach conversation was staed by a acilitator and scribe who

job it was to work with the group to document their conversin detail, including what the group agreed to be the mostimportant ideas they wanted to communicate regarding theperceptions, desires and concerns about public education inDuval County.

Following each conversation, the notes were returned to beanalyzed using a rigorous inductive thematic analysis processThis means that the themes and subthemes identifed weregenerated through careul, ongoing reading o the data andidentifcation o patterns. In other words, analysts did not try tmake the participants ideas ft into any predetermined categabout what they thought people would be concerned with they started with no preconceived notions and built the thempresented here solely around what was actually heard rompeople in the conversations.

As themes were generated they were continually reviewedand either added to or adapted as newer conversations camein. Conversation notes were reviewed by two separate teams,each frst categorizing the themes independently and then agtogether to ensure reliability and consistency in how conversathemes were being categorized.

Throughout the process, additional measures were also takenensure rigor and guard against any potential bias in the proceTo ensure transparency in the process, all conversation recordand transcript notes to onebyonejax.org or public review assoon as they were entered. Additionally, the services o twoseparate independent consultants were enlisted to oversee aaudit the analysis processes and results.


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0%

10%

20%

30%

40%

50%

60%

70%

90%

80%

100%

Agree

Disagree

It is important to methat I be involved indecisions made bythe district affectingeducation.

I understand howhe districts decisionmaking processworks.

Materials andinformation providedby the district onpending issues isclear, complete andunderstandable.

There is a lot ofconfusion amongpeople I knowabout who has theauthority to makedifferent district leveldecisions.

89.3%

10.6%

71.9%

19.7%

57.9%

28.2%

80.2%

42.1%

FIG 2 dISTrICT ENgAgEmENT SUrvEy ITEmS

Source: JacksonvillePublic Education Fund

There is a strong desire among residents to

be involved in decisions affecting education

but many respondents also expressed

confusion about how decision-making

processes at each level work.

conversation participants phrased their ideas, some responseswere assigned to multiple themes they reected. For example,a response that simply stated, We need better teachers, wascategorized only in Teacher Quality, whereas a more detailedresponse such as, We need to pay teachers more to attractbetter teachers, would have been categorized as both a TeacheQualityissue and a Resources issue.

Figure 3 presents a visual overview o all these themes, withthe size o each circle proportional to how requently each themwas mentioned. The lines interconnecting the circles representthe number o comments that overlapped multiple themes, withthicker lines indicating a higher amount o connection betweenthe two categories. For example, the thick lines between Resourceand Whole Child, and Resources and Equality, indicate strongconnections between what people were saying in those themesas will be explored urther in the next section.

WhAT ArE pEOpLE SAyINg?As part o the pre-conversation survey, participants were alsoasked about their current level o involvement with educationissues at the district or state level. The results showed a strongdesire among residents all throughout the community to beinvolved in decisions made at both levels aecting education.At the same time however many respondents also expressedconusion about how decision-making processes at each levelwork and rustration about the clarity o materials and inormationprovided to help them stay inormed on important decisions. (SeeFigure 2 for select item results).

To begin moving beyond these barriers to engagement, participantswere asked in the conversations to talk about their current perceptionso, aspirations or, and ideas or public educationin their own words.

ThEmESFrom hundreds o hours o these recorded conversations, andover a thousand pages o transcribed notes, 15 distinct themesconsistently emerged as reective o the communitys concernsthroughout the data.4 5

Due to the nature o this type o data, statements were notnecessarily limited to just one theme. Depending on how

SUbThEmESThe themes in Figure 3 represent the large, conceptual categorieused to help organize the issues people were talking about themost. The subthemes within each o those provide a more detailedescription o what, specifcally, people were saying about thoseissues. In total, 50 unique subthemes were identifed reecting thspecifc issues and sentiments most requently heard within eacho the themes.

Table 2 provides a complete rundown o all o these subthemes.Together they provide a detailed insight into exactly what peoplewere saying and provide a comprehensive look at what peoplewant in an ideal school system.

The total number o distinct themes and subthemes generated,even with varying degrees o overlap, indicates just howcomprehensive and in-depth the discussions at these conversationtended to be. However, three themes in particular stood out as


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Conditions commonly mentioned as

conducive to fostering a positive attitude

about learning and achievement included

mutual respect and effective communication

between students, parents, teachers,

administration and the community.

rESOUrCESResponses comprising the theme Resources included anystatements pertaining to the availability or use o fnancial,

physical, or programmatic resources in schools or the districtincluding statements about needs or new or increased resourceas well as statements pertaining to improving how currentresources are managed.

Those expressing a need or more resources tended to be expliabout what they wanted to see those resources directed toward(1) expanded course options at schools to meet the needs andinterests o all students (e.g., increased art, P.E., music, accelerate

more requently heard than others across all the conversations:Climate & Culture, Resources, and Community Support.

TOp ThEmES

CLImATE & CULTUrEStatements grouped into the theme oClimate & Culture includedanything pertaining to general or specifc aspects o the environmento schools or the communities around them. These includestatements about either the physical conditions o the schools, or the

emotional or psychological atmosphere within or around them.

As evident in the subthemes or Climate & Culture, an overridingbasic concern among many community members is to ensure thatall schools provide a sae, healthy, supportive learning environmentor all students throughout the community. Specifcally, that all schoolbuildings and campuses are sae and well-maintained acilities; thatstudent behavior and discipline is eectively managed within allschools; and that communities around schools are sae.

The underlying concern behind many o these statements wasthe idea that these physical conditions are necessary prerequisitto ostering an environment that is conducive to learning and rerom distractions about personal saety or well-being.

In addition to addressing the physical environment, communitymembers were concerned that the emotional culture o schooland the communities around them be welcoming environmentthat oster a positive attitude around learning and achievemenConditions commonly mentioned as a part o this included anatmosphere o mutual respect and eective communication

between students, parents, teachers, administration, andcommunity; and the instilling o a mindset in schools and thecommunities around them that values learning and achieveme

Related to these ideas, there was also a repeatedly echoedsentiment that it would require strong and eective leaders atthe school and district levelsallowed to operate with greaterdecision-making reedomto create the necessary environmeor these conditions to develop in.


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Cliate an Cultue

resouces

Counit Suot

polic/political refo

Teace Qualit

paent InoleentWole Cil

Uncateoize

pecetions

Equalit

Counication

Accountailit

hi Staes Testin

Stanas an Eectations

Autono

Leaesi Qualit

Source: Jacksonville Public Education Fund

FIG 3 CONvErSATION ThEmES OvErvIEW

THEE SUbTHEE

CIATE AND CUTUE

Schools and the community around them should be safe, healthy environments including: (1) safe and well-maintained facilities,(2) minimal student discipline issues that are managed effectively within the school, (3) safe communities around schools.

Schools and the community around them should be welcoming and foster a positive and motivating culture of learning and achievement. Supportive relationships based on mutual respect and effective communication should exist between students, parents, teachers,

administration and community.

ESOUCES

More resources are needed to improve three main areas: (1) diversity of courses to meet the needs and interests of all students,(2) non-instructional student support services such as guidance counselors, and (3) quality of classroom, building and districtinfrastructure, including technology and transportation.

Equitable distribution of resources across all schools. More local exibility at the district and school levels over how funds are spent. Efcient use of resources and better transparency about resource distribution at all levels.

TAbE 2 CONvErSATION ThEmES ANd SUbThEmES


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Source: Jacksonville Public Education

THEE SUbTHEE

COUNIT SUPPOT

More individuals volunteering or mentoring in the schools. Greater involvement by organizations (government, businesses, faith groups, etc.) to provide services partnerships, or resources

to help the district or individual schools. A more unied vision and working relationship between community and schools, with the community fully involved in district

planning and citizens in all areas of town actively shaping and supporting the plan.

POIC ANDPOITICA EFO

Top local policy priorities include (1) inequity between magnet and neighborhood schools, with division between those who view

magnets as a model to be expanded upon and those who desire greater focus on improving the quality of neighborhood schools,and (2) extending the school day.

Identify and replicate best practices based on models that are working within and outside the district. Highly qualied school board candidates and ofcials who are representative of and accountable to the community. Reduce bureaucracy and control at the district level and consider decentralizing the district. More support and engagement from locally elected ofcials but fewer mandates from state and federal ofcials. Improve recruitment, support, evaluation and retention/termination policies for teachers and principals. Give them more freedom to

make decisions and hold them accountable for performance.

TEACHE QUAIT

Teachers who are passionate about their work, and demonstrate that through high quality instruction and positive engagement withstudents and parents.

Better preparation programs and ongoing, high quality professional development for teachers. High standards for teacher quality, accountability and evaluation. Recruit the best teachers, provide the support they need, and give them the recognition they deserve.

PAENT INVOVEENT Parents/guardians must be involved in and accountable for supporting their students education. Better relationships, communication and teamwork between parents and teachers. Schools should nd new ways to welcome parents and provide greater, more varied and more meaningful opportunities for involvement

WHOE CHID

Individualize instruction to meet each childs interests, needs & learning styles. Schools must be sensitive to and address the outside inuences that affect students (poverty, family, peers) through social/emotional

wraparound supports at school. Students need well-rounded experiences (academic, electives, extracurricular, life/job skills, character building).

PECEPTIONS

Improve public perceptions of public schools. Focus on good things happening as well as issues to build pride. Improve teachers and other adults perceptions of students. Community should prioritize education and promote its value as connected to quality of life. Community needs to develop pride in our city; Jacksonville is a place that appeals to visitors and retains residents.

EQUAIT Equitable funding across and within schools to ensure equality of instruction, facilities and programs in every neighborhood. Equality of expectations within all schools. Equity in attention to students with different needs within schools.

COUNICATION

Communication between the community and the school system must be transparent and more frequent. Communication at the school level between principals, teachers, students & parents needs to improve. Student voice should be heard in decision-making. Highlight successes in the schools, district.

ACCOUNTAbIIT Accountability is needed at all levels, including district leadership, principals, teachers, parents, students and community members. A better and fairer system by which we measure schools and hold them accountable is needed.

HIGH STAES TESTING Reduce the emphasis placed on preparing for standardized testing/FCAT, which interferes with providing a well-rounded education. Improve/diversify how we are measuring students.

STANDADS ANDEPECTATIONS

We need to hold all students to higher standards (prepared for life after HS, including college & career) to create a globally competitiveschool system. There must be a culture of high expectations and ownership across the board (students, teachers, principals, school board). Improve graduation rates; decrease drop out rate. Elevate the teaching profession by holding high expections for teaching quality and professionalism.

AUTONO Empower teachers with more autonomy over their classroom instruction. Reduce restrictions/ mandates from state give districts more local control. Give principals more decision-making authority.

EADESHIP QUAIT Qualied, effective, trustworthy leaders at all levels (classroom, school, district & community). Leaders are provided with proper training and professional development at all levels, and are expected to be t ransparent and held

accountable.

TAbE 2 (Continued) CONvErSATION ThEmES ANd SUbThEmES


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b PIASTAEHODE GOUP

THEE #1 THEE #2 THEE #3

Business/Professional Climate and Culture Resources Community Support

Civic/Nonprot Resources Climate and Culture Community Support

Educators Community Support Resources Climate and Culture

Faith-based Resources Climate and Culture (Tie: CS, PI)

Parents Resources Climate and Culture Policy / Political Reform

Senior Citizens Parent Involvement (Tie: Acc., C&C, P/PR) (Tie: Aut.,Res., HS/E)

Students Climate and Culture Resources Teacher Quality

b EGION THEE #1 THEE #2 THEE #3

Arlington Climate and Culture Resources High Stakes Testing

Beaches Resources Policy / Political Reform (Tie: CS, C&C)

Downtown Resources Climate and Culture Community Support

Mandarin (Tie: Res., C&C) (Tie: PI, P/PR) (Tie: WC, TQ)

Northside Resources Climate and Culture Equality

Northwest Climate and Culture Resources Teacher QualitySouthside Resources Climate and Culture Community Support

Westside Climate and Culture Resources Community Support

TAbE 3 TOp ThrEE CONvErSATION ThEmES by rEgIONAL Or STAkEhOLdEr AFFILIATION grOUp

Many respondents were concerned with

transparency- and ensuring equitable and

efcient distribution of nancial, physical

and programmatic resources across all

schools throughout the community.

courses, recovery courses), (2) increased student support servicessuch as guidance counselors and wraparound services, and (3)improved school and district inrastructure including technologyand transportation. support services such as guidance counselorsand wraparound services, and (3) improved school and districtinrastructure including technology and transportation.

However not all respondents concerned with resource issueswere ocused on needing more o anything, many were primarilyconcerned with the need or better management o and transparencyabout current resources. Specifcallyensuring equitable andefcient distribution o fnancial, physical and programmaticresources across all schools throughout the community, andimproving transparency and communication with the communityabout how resources are managed and distributed at all levels.

Evident throughout each o these subthemes was also a clear runningsentiment that more local control is needed over resources at boththe district and school levels beore resources can be appropriatelydirected to making sure all schools have what they need. At thedistrict level, participants wanted local ofcials to have morereedom rom state and ederal mandates over how resourcesare distributed. But with that reedom, they wanted the district toprimarily be sure money is being directed to schools equitablyand then allow principals more exibility to spend and allocateresources most appropriately or their students.

COmmUNITy SUppOrTThe third most requently heard theme, Community Supportincluded any statements pertaining to the current or desiredstate o the communitys relationship with schools or the district,including individual and organizational responsibilities.

At the individual level, community members wanted to see morepeople get involved with mentoring students, volunteering tohelp at schools, or participating in school or district meetings.At the organizational level, they wanted to see communityorganizations helping to provide services or resource supportthat the district cant aord or could hand o and redirect moretowards instructional support.

There was also ongoing attention paid to the need or a moreunifed vision and working relationship between the schooldistrict and the community, including specifc responsibilitiesboth sides need to live up to. On the districts end, people wantthem to be more open and inclusive o the community in theirplanning and decision-making processesincluding schedulingmeetings in times and locations that are more convenient to buscommunity members and communicating issues and updates inmultiple, consumer-riendly ways that everyone can understand.On the communitys end, there was also a very clear message thacommunity members need to be responsible or actually stayinginvolved with district decisions by attending and participating inthese meetings and staying inormed about what is going on.

CLOSEr LOOkIn addition to looking at the community responses as a whole,analysts also looked at themes by region (based on location o theconversation) and by primary stakeholder group participating in thconversation (such as business/proessional groups, civic or non-profgroups, parent groups, or teacher groups) when applicable6.

Table 3 shows the top three most requently heard themes romeach region and stakeholder group. As might be expected based


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[We need] true collaborative

relationships between the schools, the

parent and the community. We talkabout it, but were not really doing it.

ONE by ONE CONvErSATION QUOTES

bEAChESThe community needs to value parental involvement.Household

dOWNTOWN/CITy-WIdESchools need to be able to deal with the whole child.

Educators

Quality schools regardless of what area of town you live in.Civic group

All of this takes money and the community needs to be willing tofund the kind of education we want even if it means raising taxes.Civic group

No matter what part of town youre born in, when you graduate youhave an equal shot.Young professionals

Let the teachers teach.Business employees

As a community, we need to value children and help them.Community leaders

Strong academics, but dont lose sight of the arts, physicaleducation, health education. A comprehensive education approach thatdoes not exclude the whole person.Business employees

mANdArINSwitch the thought from education being a cost to being aninvestment.Faith group

Were all in this together.Faith group

NOrThSIdEAs a student, I have to put my best foot forward.Student leaders

I think their needs to be an education not only for kids butfor us as parents.

Civic group

True collaborative relationships between the schools, the parent andthe community. We talk about it, but were not really doing it.Faith group

Do whatever it takes to get parents involved in our schools.Parent/community group

We do all this testing but were not individualizing the results orinstructions.Educators

SOUThSIdEStrengthen and grow vocational education.Civic group

There are too many unfunded mandates.Parent group

Go back to neighborhood schools and well-rounded education forevery student.Business employees

WESTSIdEPride in Jacksonville is correlated with pride in schools.Household

Extend the school year or even the school day.Military educators and family members

There needs to be a collaborative community-wide agreement onwhat success is.Youth organization

on the aggregate communitywide results, every afliation groupand region had issues pertaining to both Climate & Culture andResources among the top three most requently mentioned themesrom their conversations.

In addition to that, a number o noteworthy additional dynamics also

arose rom this perspective that are worth considering to add deepercontext to what the community is saying about education:

Issues pertaining to Equalitywere more requently heardwithin conversations taking place in the Northside than anyother region.

The only stakeholder group that had a dierent theme asits top most requently mentioned was senior citizens, whodiscussed issues pertaining to Parental Involvementmorerequently than anything else.

Faith groups also had Parental Involvementamong theirtop three most requently mentioned issue, the only other

group to do so.

Only one group discussed issues pertaining to TeacherQualityrequently enough to have it rank among their tothree themes students.

Issues pertaining to Community Supportwere the topmost requently mentioned at conversations afliated witteacher or educator groups, though they were also amonthe top two or three themes among several other groups


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kEyTErmS

FOOTNOTES

0

Priorities identied in this data will be mer

into the platform of an ofcial community

agreement about what our priorities are fo

improving education in Duval County over

next several years, including what our goa

will be and how we will grow towards them

1 Alliance or Excellent Education. (2011) Education and the Economy: Boosting the Economy in the Jacksonville, FL Metropolitan Statistical Area.(http://www.all4ed.org/fles/JacksonvilleFL_leb.pd) by Improving High School Graduation Rate.

2 Thomas B. Fordham Institute. (2010)Americas Best (and Worst) Cities for School Reform: Attracting Entrepreneurs and Change Agents.(http://www.edexcellencemedia.net/publications/2010/201008_SchoolReormCities/Fordham_SchoolReorm_Final_Complete.pd)

3 A lower percentage o participants under age 18 than what is reective o the census data was expected considering census data includes all minorsbetween ages 0 and 18 in that reporting category and conversation participation did not involve students below middle school age. Also, nearly 20%o survey respondents declined to provide household income inormation (by ar the most o any question) so those percentages are more likely to beskewed by reporting bias than other categories.

4 Figure 3 also includes a 16th circle, Uncategorized, which represents a number o unique statements not reective o any identifable themes or repeatedenough to warrant an additional distinct theme.

5 For the operational defnitions o all themes identifed in this analysis, visit www.JaxPEF.org.

6 Not all conversations were primarily representative o one particular stakeholder group. Many conversations were general attendance or reected multiplegroups and are not represented in the bottom hal o Table 3.

WhAT hAppENS NExT?Moving orward, this inormation will be used as the oundationor building a unifed community agreement around our goalsand priorities or improving public education or all students inDuval County.

Over the coming months, conversation participants and othercommunity members will be invited to reconvene in a series oregional meetings to share these results. From this data, participantswill be asked to work together to identiy the top priorities they seeas most important to their region.

From these meetings, as well as online nominations, delegates willbe selected to represent the priorities o their community at a larger,communitywide meeting to be held in early 2013.

At the community meeting, all o the delegates will gather alongwith district and community ofcials or a working session to mergethe priorities identifed in this data and at the regional meetings intothe platorm o an ofcial community agreement about what ourpriorities are or improving education in Duval County over the nextseveral years, including what our specifc goals will be and how wewill measure growth towards them.

By spring 2013, another series o regional meetings will takeplace in which the delegates will present the details o thecommunity agreement back to the participants they representand ask them to ormally endorse their support or the plan tobuild a communitywide consensus. This process will culminatewith a fnal ratifcation meeting at which the community agreemenalong with its specifc responsibilities, goals, and supportingsignatureswill be ormally presented to the Duval County schooboard or endorsement as an ofcially recognized set o pr iorigoals or the district.

Once endorsed, the real work will have just begun. Parents, teacherstudents, district ofcials, community ofcials, aith-based groupscivic and non-proft groups, individuals and organizations alikewill all be asked to carry the momentum o this process orwardthrough the continued engagement o holding up their ownresponsibilities to the community agreement as we work towardsthe goal o making Jacksonville the model or a sae, high qualityhigh achieving public school system or all students that we aspiror it to be.

To follow the progress, weigh in on the conversation withyour own priorities, or get involved, visit www.JaxPEF.or

Thematic Analysis: Thematic analysis is a qualitative research method which involves searching through data to identify any recurrentpatterns. An inductive thematic analysis approach allows themes to emerge from the data, rather than searching for pre-dened themes.

Themes: A cluster of linked statements pertaining to a similar topic area that emerged through an inductive analysis of the conversation data.

Suthemes: ore detailed descriptions of clusters of statements pertaining to a similar topic within each theme.


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prESENTINg SpONSOrS:Brunet-Garca AdvertisingThe Chartrand FoundationCorporation or Public Broadcasting

(as a part o the American Graduate Initiative)Cynthia G. Edelman Family FoundationEverBank

Regency Centers CorporationState o Florida(School District Education Foundation Matching Grant)

David A. Stein Family FoundationJay and Deanie SteinJ. Wayne and Delores Barr Weaver

ThANk yOU TO OUr SpONSOrS ANd vOLUNTEErS WhO mAdE ThIS prOJECT pOSSIbLE:

ONE by ONE is an initiative that belongs to the community and the thousands o people who have participated in it. TheJacksonville Public Education Fund would especially like to thank the ollowing individuals and organizations, who led thecampaign by serving as volunteer acilitators and scribes, conversation hosts and on campaign committees:

OrgANIZATIONS:Acosta Sales & MarketingAmerican Legion Post 88Baptist HealthBeaches Museum and History CenterBig Brothers Big Sisters o

Northeast FloridaBlodgett Villa ApartmentsBoy Scouts o America North

Florida CouncilBoys and Girls Clubs o Northeast FloridaBrentwood LakesChildrens Home SocietyCity o JacksonvilleCommunities in Schools JacksonvilleCommunity First Credit Union o FloridaConcerned Citizens or EducationCummer Museum o Art & GardensDeender o the FaithDiscovery MontessoriDuval County Council o PTAsDuval County Public SchoolsEdward Waters CollegeEverBankFidelity InvestmentsFirst Baptist Church o OaklandFlorida BlueFlorida State College at JacksonvilleFull Service SchoolsGreater Grant Memorial AME

HandsOn JacksonvilleHendricks Avenue Baptist ChurchHollybrook ApartmentsJacksonville Civic CouncilJacksonville Community Council, Inc.Jacksonville Kids CoalitionJacksonville Public LibraryJASMYNJAX ChamberJewish Community AllianceLakewood Presbyterian ChurchLeadership JacksonvilleNAACP, Jacksonville BranchNaval Air Station JaxNeptune Beach Elementary SchoolAdvisory CouncilNonproft Center o Northeast FloridaNorthside Community InvolvementNorthwest Jacksonville CommunityDevelopment CorporationOmega Psi PhiONEJAX Leaders o United DiversityPrudential Network RealtyRegions BankRitz Theatre & LaVilla MuseumRiver Gardens SeniorsSae and Healthy Duval CoalitionSamuel Wolson High School SchoolAdvisory CouncilSandalwood High SchoolSchultz Center or Teaching and LeadershipSpringhill Baptist ChurchSt. Johns Cathedral

St. Vincents HealthcareTeach or America, JacksonvilleTeen Leaders o AmericaThe Community Foundation

in JacksonvilleTwin Lakes Elementary School PTAUnited Way o Northeast FloridaUniversity o North FloridaUrban Education SymposiumUS AssureWe CareWe Remember RainesWJCT Public Broadcasting

Womens CenterWomens Giving AllianceYMCA o Floridas First CoastYouth Leadership Jacksonville

vOLUNTEErS:Tiany AdamsAnsley AlanoRanaldo AllenKeba AmbroseJohn AndersonKaren AppelElnora AtkinsDane BairdDr. Jordan BakerJohn BakerSusanna Barton

Sersie BlueSara BomarMichael BoylanJan BrogdonJane BrollMickee BrownMayor Alvin BrownDiane Brunet-GarciaHon. Betty BurneyFelicia CampbellMatt CarlucciKatherine CarpenterZachary ChampagneJennier ChapmanGary ChartrandTerri CiceroLori CiminoAnn Clements

Irvin CohenElexia Coleman-MossJoyce CouchBill CousinsCedric CruseGwen CrutchfeldRev. Torin DaileyIngrid DamianiSamantha DeCarloPresident John DelaneyKenneth DikasLeah DonelanCynthia EdelmanCourtney ElrodJennier Feigert

Sally FinnMyron FlaglerAndy FletcherRobert FosterMeg FouldsJuanita Franklin-BantonRobin FrostVic GalmanDavid GarnerDonna GaskinRegina GaskinPresident Nat GloverMary Goldsmith

Kevin GonzalezJason GrahamKaren HansonCliord HarrellMaggie HightowerLiana HoodDr. Donnie HornerRev. Michael JacksonRoshanda JacksonWilliam JacksonChris JansonCharlie and Ashley JimersonEbony JohnsonJill JohnsonRahman JohnsonTheresa JohnsonQuillie Jones

Matthew KaneBradley KennedyMelissa KicklighterMae KingRonnie KingJoy KormanDinah KossoDeidre LaneBarbara LangleyHannah LeachLeigh LearingCirce LenobleAl LetsonSusan LevineJacquelyn LoweGretchen LynchKelly MaddenJane Mahoney

Hope McMathSteve MendenhallDana MillerMargaret MillerPhilip MobleyAudrey MoranWendy NealEva NewtonApril NorrisRhetta NusbaumSue NussbaumDonna OrenderChevara OrrinKathy OstererLisa Page

Sarah PatentMelanie PatzTravis PinckneySusan PitmanSuperintendent Ed Pratt-DannalsEd and Ginger PrestonKatie PrevattChantelle QuickRev. Kyle ReeseRev. Frederick RichardsonClaire RiddellCheryl RiddickSharon Robinson

Mary RoseEllen RosnerSkip RothsteinCrystal RountreeGrace SacerdoteGary SaltsgiverJeneen SandersMelody SchacterChristy SchellRebecca SchwamRyan SchwartzJacqui ScuncioNancy SeabrookeWanda SharpLynn ShermanTommy SilasTerri Singletary

Lakeisha SirmansJe SmithSharlay SmithAshley Smith JuarezScott SowellMichelle SpenceYvonne SpinnerGary StascoLeroy SteckerKimberly StephensSarah Rose StewartFrank SwansonSchanne ThomasJohn ThompsonMark ThompsonAnn TieenthalerKarla TizoClay and Tracy Tousey

Elizabeth TowersMercedes TrappAleta TurnerGlenn TurnerPaul TutwilerRachael TutwilerChristine TylerKory Von LeueMark WalkerLaura WeissStephanie WelchansSheron WilsonTina Wirth


12/12

brieFA pOLICy brIEF OF ThE JACkSONvILLE pUbLIC EdUCATION FUNd

245 Riverside Avenue, Suite 310

Jacksonville, FL 32202

-

FOR MORE INFORMATION CALL 904 356 7757 OR VISIT WWW JAXPEF ORG

NON-PROFIT OR

US POSTAGE

PAIDJACKSONVILLE,

PERMIT NO 34

ONE ONE:Dening Jacksonvilles Priorities for Education

between fall 2011 and summer 2012, the

Jacksonville Pulic Education Fund set out

to engage the Duval County community

in small group conversations aout its

aspirations and priorities for pulic schools.

The campaign, called ONE y ONE, held over

160 conversations with nearly 1,600 people

representing all parts of the city and a wide

array of racial, ethnic and socioeconomic

ackgrounds. This issue of inbIEF provides a

comprehensive report on the results of these

conversations and the priorities for the future

of education that emerged directly from the

words of the community.

inbrief issue 4: one by one

Documents