A Report on Low Community Investment and Engagement in K-12 Education

This report examines the significant issue of low community investment and engagement in K-12 education, highlighting its detrimental impact on student outcomes. The report begins with an executive summary, followed by an introduction that underscores the importance of quality education and the role of community involvement. It delves into the background of the challenge, exploring historical developments and identifying key stakeholders, including governments, schools, corporate companies, and non-profit organizations. The report analyzes the outcomes of previous attempts to address the problem and assesses the current environmental situation. It also discusses the size of the problem, underlying factors, and proposes policy alternatives, such as increased budgetary allocations, job-based learning, and teacher training programs. The report concludes with recommendations and references, providing a comprehensive overview of the issue and potential solutions to enhance community involvement and improve educational outcomes for K-12 students.

Running head: Low Community Investment and Engagement in K-12 Education Outcomes 1
The Low Community Investment and Engagement in K-12 Education Outcomes
Student Name
Institution of Affiliation

The Low Community Investment and Engagement in K-12 Education Outcomes 2
Executive Summary
Education is a necessity that each and every child must have access. Education is a right for
every American child. But issues affect the value of education outcome in the education sector.
The low community investment and engagement in K-12 education outcomes plays an integral
part of school going children. Today, the market needs keep changing and thus education must
be aligned to these needs. But with limited engagement of the community, the leaning outcome
of the learners could be compromised. The central and state governments need to develop
programs informing the community on their role in educating the high children. Job-based
learning and continuous training of the teachers offer a glimpse of quality education outcome
among the K-12 pupils.

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Table of Contents
Executive Summary.........................................................................................................................2
1. Introduction...............................................................................................................................4
2. Background (Nature of The Challenge)......................................................................................4
3. Historical Development of the Issue............................................................................................4
4. Who is Affected...........................................................................................................................5
4.1 The federal, local and state governments..............................................................................5
4.2 The community and schools..................................................................................................6
4.3 Corporate Companies............................................................................................................7
4.4 The non-profit organizations.................................................................................................7
5. Outcomes of Previous attempts to address the Problem..............................................................8
6. Current Environmental Situation.................................................................................................8
7. Size of the Problem......................................................................................................................9
8. Factors Underlying the Problem:...............................................................................................10
9. Policy Alternatives Section Instructions....................................................................................11
9.1 Increase Budgetary allocations............................................................................................11
9.2 Develop policies promoting job-based learning..................................................................11
9.3 Policy on continuous training and development of the teachers.........................................12
10. The Recommendations............................................................................................................12
11. Conclusion...............................................................................................................................13

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12. References................................................................................................................................14

The Low Community Investment and Engagement in K-12 Education Outcomes 5
The Low Community Investment and Engagement in K-12 Education Outcomes
1. Introduction
The demand for quality education among the high school students is never in doubt. The
programs established to provide job-based learning is significant in providing training that serves
the requirements and the demands of the market. In the current education system, there are
various limitations in the system of education that limits its success in the market. Education of
the high school defines the future skills in the market. The corporate abilities in the industry
determine the success of the sectors in the organization. However, there is low community
investment and engagement in K-12 education outcomes. A holistic approach towards education
would offer appropriate success on to education outcome.
2. Background (Nature of The Challenge)
The economy gives changing and so to education skills. However, the low community
investment and engagement in K-12 leads to the uncharacteristic education outcomes. The
parents, family members, and the larger community play a key role in educating a child
(Lewallen, Hunt, Potts‐Datema, Zaza, & Giles, 2015). Education is a necessity and a basic need
for all children. This calls for support systems and legislation promoting better education for all
students in the school (Falk, & Storksdieck, 2005). This is the reason why there is always a high
demand for community participation of the stakeholders. Corporate companies have a role in
developing effective learning in our classrooms. The greatest challenge is bringing together all
stakeholders and parties of interest (McLanahan, 2004). The idea is that partnership among the
corporate organizations to offer an opportunity to the learners to

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3. Historical Development of the Issue
Parents, community and family involvement on matters to do with education is in line
with higher student performance. However, parents have invested little time or resources in
educating their children. The gap between the poor and the rich makes it more complex for the
community to develop a universal education. Research conducted in the year 2005 shows that 17
states gave directions to the adopt the policies which involve parental participation in the
management of schools (Gengarelly, & Abrams, 2009). This was in a bid to increase the success
of parental involvement in education issues. For example, a state like Delaware promotes the
active participation of the parents in improving student literacy and preventing the rate of student
dropouts. The state of Idaho reiterated that their commitment to develop teachers and retain
teachers in school by investing about $5 million in the year 2016. However, this is a not enough
as compared to the population of the citizens in the state. There is a need for a robust process of
bringing more stakeholders at federal, state and local in funding the education programs
(Goodwin, Dahlstrom, Kemis, Wolf, & Hutchison, 2013).
4. Who is Affected
4.1 The federal, local and state governments
The focus of quality education supports the vision and the mission of the government to
address the issues that are affecting the quality of lives of the citizens. Education is a key area in
the society that drives towards the well-being of the state, local and that of the federal
government. The community and corporate organizations equally reap the benefits of quality
education. The national or the state governments must provide the learning content for the
learning institutions that are linked with the whole program of quality education (Wallender,
2014).

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When many students access quality education, then it means that the local, state and the
federal governments will save millions of dollars that could otherwise use in improving the state
of the community (Symonds, William, Robert & Ronald, 2011). With higher people employed in
the market, then it means that these governments are can gain from a higher economic status. An
educated community means that the future of the generations is secured and thus the issues
related to the employment.
4.2 The community and schools
The students live within the community and there is a need for future leaders depends on
skills development. “Preparing the leaders of tomorrow is a responsibility that is shared among
the various stakeholders.” Sanford I. Weill the Chair of Emeritus of the National Academy
Foundation. This is a reflection of how the community and schools are participating in the
process molding the students through schooling and education of the young generation.
According to Sarita E. Brown the President of the Excelencia in Education, he states that the
education for the young Americans offers an opportunity for a strong workforce in the future.
The community plays a crucial role in developing strong human capital. Moreover, Mr. George
Boggs the CEO of the American Association of Community Colleges argues that there is the
need to prepare the country’s young adults to make them for future technical jobs. Therefore, it is
a risk to leave such a young population behind.
The President of LaGuardia Community College states that ignoring this population is a
risk of increasing the unemployment crisis. The report indicates that the high quality and
vocational training of the student in the category of K-12 will offer the American community and
opportunity of ensuring that the skills gap is breached. With the demand for education and skill
development in the market, it is important for creating work-linked learning across the high

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school system. This is a technique that is essential to the development of a skilled workforce
(Livingstone, 2018). The state of Illinois is seeking to roll out a program that is going to ensure
that all schools are teaching learners skills and that which is related to the needs of the education.
4.3 Corporate Companies
Moreover, employers or corporate companies are part of the parties that benefit from an
education system that equip future employees. The market knowledge gap will affect the quality
of the human capital available in the market (Anitha, 2016). The role played by the human
resource is essential in promoting the active development of the graduates will benefit the
employers. This is the reason why they are part of the informative team or innovative teams
driving the success of companies. For example, when the graduate possesses the required skills
which will support the development of the students that promote effective ways of doing
businesses. Therefore, there is a need for corporate companies to participate in setting the
learning outcomes that are required in the schools.
4.4 The non-profit organizations
The non-profit firms play a crucial role in offering support education of the young
students in the various schools. For example, they provide the required financial supports
regarding grants that will go a long way towards schooling many underprivileged students in
society. When the students are given a scholarship, then this means that these organizations are
part of the success of the communities. The poverty gap is wide, and there is always the need to
ensure that all donors can be brought on board to offer help in educating children from
communities with low income.
The previous policy attempts to address the problem

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The call for unified participation among the key players in the education investment is
critical in the success of education success (Grant, Liu, and Gardella, 2013). Different states have
developed policies to address this issue. The state of Illinois emphasized in developing an
effective and quality education system across K-12 grades (Thompson, Metzgar, Joeston,
Shepherd, & Collins, 2002). In the long run, the human capital available in the market will
support the needs of the global market.
5. Outcomes of Previous attempts to address the Problem
The policies and efforts to increase the value investment pumped into education did not
yield to increased access to education to improving the quality of education (Shaun, Michael, &
Dara Zeehandelaar, 2016). The tough economic times and low incomes limit the strides made
towards developing inclusive participation in the education programs. Studies indicate that
parents lack the knowledge on the issues that help in improving the child’s education. This is a
strategy that will offer the student a chance to confront the future market demands effectively
(Symonds, William, Robert & Ronald, 2011). The process of teaching offers better skills to the
students and thus leading to higher social development.
6. Current Environmental Situation
The current levels of collective responsibility in K-12 education are limited and much is
needed to be done (Trautmann, & Krasny, 2006). There is a limited breakthrough in the market
regarding corporate organizations offering learning platform for the employees. The parents on
the other hand parents, the state and federal governments are doing little to consolidate their
place in education investment. However, the National Science Foundation (NSF) has offered a
platform for public universities to improve the competence of the students in their learning
process (George & Tankersley 2013). The Arkansas policy on education focused on the career

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10
preparation that will support rapid economic growth. This is driven by the changing economic
times in the country (Shaun, Michael, & Dara Zeehandelaar, 2016). The approach of career focus
is an idea that leads to the development of productive citizens.
The employers demand “employable” skills as they take part in driving the economy
forward. The coursework then depends on the rapid coursework among the high school students.
The Workforce Initiative Act 1131 of 2015 offers a distinctive focus of on developing workers
with middle-skills which require education that is not necessarily degree (Shaun, Michael, &
Dara Zeehandelaar, 2016). This is mainly in the areas of agriculture, food manufacturing, and
material handling. In doing so, this is a strategy that expands the economy to expand the
economic capacity. Studies indicate that the students who are exposed to the CTE are likely to
graduate with higher grades and thus increase their chances of employment and earn higher
salaries (Wilson, 2016).
7. Size of the Problem
Despite these issues, the failure to engage all stakeholders in the problem is not massive
as many strides have been made in the process engage these stakeholders. This is based on the
fact that many states have adopted policies and programs that will support student development
and learning. At least, there are programs are advocating for collective responsibility amongst
the entire stakeholders in the education sector. As such, the problem does not threaten the
success of education in the country. In the case example, the Michigan school failed because the
political system failed to address the educational needs of the high school students. The past
years have witnessed a failed school system, but no one is willing to address the issues that are
affecting the schools.

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The data from the year 2003 to 2015 indicates a system that does not offer much to
address these issues either. Some of the compelling reason why the Michigan education system
failed is the fact that there are never enough resources to run the schools (Phil, 2018). Therefore,
the state budgetary system needs to be enhanced to ensure that the teachers have the resources
needed to deliver knowledge to the students. Additionally, the development of the school system
is also failing the school (Phil, 2018). This is an indication of how underinvestment and limited
approach in managing the schools affects the quality of high school education.
8. Factors Underlying the Problem:
The engagement of the various stakeholders in the education sector demands useful or
ideal means of responding to high school education matters. This is the reason why there the
demands of collective responsibility in issues to do with work-based education. But the
fundamental underlying problems include one, lack of public awareness on the role that the
parents and the community play in the educational life of the child. The parents and the
community at large needs to understand the vital role that they have regarding the development
and improvement of the education of the K-12 children (Duncan, 2012). The process of
involving the community and how they can contribute to the success of the student learning in
the schools. This will at least help address some of the issues that are noted in the failed
education systems.
Moreover, lack of commitment of the states or the federal government in offering to fund
the education sector affects the quality of the education and the development of the education
systems. As we had learned earlier that there are no other systems that support active knowledge

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12
development by way of funding. The resources that are available are limited as compared to the
demands of these resources. This is an approach that will ensure that the overall education and
learning processes are reaching out to the intended groups. The demand for partnership among
the key stakeholders like the state and the donors is not sufficient to match the need for the
education systems in the market. The process of managing education in the country lacks the
resources to promote active learning processes.
Furthermore, poor communication or limited partnership between these stakeholders is
another limitation. This is based on the fact that the corporate institutions, community, parents
and non-profit organization. This is a process that affects the value of education in the state or at
the national level. When there is limited information flow in the education sector, then the result
is disjoint regarding the needs of the high school children.
9. Policy Alternatives Section Instructions
9.1 Increase Budgetary allocations
The different states and governments need to increase their annual budgetary allocations
towards developing an education system that supports the holistic well-being of the students. The
student empowerment can only be realized by allocating enough resources towards development
learning resources (Eaton, 2015). For example, the learning environment must be free from the
distractors and tools of education needs to be made available to all learners. The key challenge
with this policy is that there are no resources that we can say that they are enough for education.
Funds are also scarce, and they may not provide an adequate budget for a learning process.
9.2 Develop policies promoting job-based learning
Additionally, the use of skill-based education is a matter that of interest that will ensure
that the learners will gain skills that are related to their actual work in the market. This is a