Comer School Development Program

In 1963 and 1964, researchers at the Yale Child Study Center sought to examine the problems of children who were being excluded from society's social and economic mainstream. They concluded that schools were the “natural” place to both help and study children. At this time, the Ford Foundation was actively supporting projects nationwide that utilized the resources of universities to support public education. Researchers from the Yale Child Study Center developed their program at the suggestion of Douglas Ferguson, a project officer with the Ford Foundation.

Dr. Albert Solnit, director of Special Projects for the Yale Child Study Center, and Samuel Nash, director of Special Projects for the New Haven System, wrote a formal proposal to begin the study. The Ford Foundation accepted the proposal during the 1967–1968 academic year. During this time, officials at Yale and with the New Haven Schools discussed and refined their conception of the study's guiding philosophy, [Page 172]methodology, and organization. Dr. James P. Comer, who was completing his child psychiatry training in Washington, D.C., returned to New Haven in 1968 to help direct the fledgling program. The basic premise of the program was that the application of the principles of social and behavioral science to every aspect of the school's program would improve the school's climate by fostering improved relationships among those involved with the school's operation. In addition, researchers hoped that the application of these principles would foster a significant leap in the academic and social growth of the school's students.

Researchers selected Baldwin (K–6) and King (K–4) elementary schools in New Haven as the first research sites. Ninety-five percent of Baldwin's 360 students and King's 270 students were from lower- and middle-income families. Student records revealed that 98% or more of the students in both schools were African American. Both schools reported low academic achievement, serious behavior problems, and poor attendance among their student bodies. Parents and staff at Baldwin and King suffered from low morale and were clearly frustrated with the conditions surrounding the schools' existence.

Comer's team emphasized analyzing the school as a system in order to understand the complex interactions occurring within this system. Using paradigms from the fields of child psychiatry and public health, Comer designed the School Development Program to allow parents, teachers, administrators, and staff to understand each other's needs and to then cooperate with one another in addressing those needs in an integrated and organized fashion. His early efforts forced Comer to realize that teachers, administrators, and parents rarely accept reform movements without opposition.

There are three guiding principles in the School Development Program that drive the decision-making process between all parties involved: consensus, collaboration and no-fault. The concept of consensus discourages the idea of voting on particular issues of concern. Collaboration encourages inclusion and respect among all members of the school development community. The no-fault principle discourages the assignment of blame for the problems within any given school and requires the examination of problems from such a viewpoint that everyone shares equal responsibility for positive change.

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