School-Business Partnerships

School-business partnerships are intended to encourage a cooperative relationship between a school and a business or organization. An effective partnership is ongoing and mutually beneficial to the school and the business. In the early 1980s, businesses and schools combined forces to address problems facing school administrators, teachers, and students. The effort grew through the 1990s. Seventy percent of all school districts now engage in some form of business partnership, and 76% of schools that partner collaborate with [Page 913]small businesses. Schools and business are linked more tightly in light of budget shortfalls and efforts to meet high academic standards. Businesses engage in arrangements with public schools including direct donations, contributions toward instructional programs and activities, and volunteer projects and mentoring. Partnerships contribute an estimated annual $2.4 billion and 109 million volunteer hours to schools.

One area of emphasis in school business partnerships is effective school-to-work programs based on strong partnerships between local schools and businesses. Businesses work directly with students and provide career talks, job shadowing, mentoring, and apprentice programs. The School-to-Work Opportunities Act of 1994 supported collaboration and partnerships between schools and businesses. The act made funds available for local partnerships to undertake the development of systems involving school-based learning activities and workbased learning activities as well as connecting activities.

Partnerships have developed as long-term, sustainable programs through a collaborative process between the business and education partners and in cooperation with the National Association of Secondary School Principals. NASSP recommends that schools (a) choose companies that promote academics and learning, (b) assess the school's needs, (c) determine the corporate motives, (d) do not make decisions in a vacuum, (e) consider the political climate, and (f) research the concepts being applied.

Recent research indicated that schools benefited through (a) increased school-to-career opportunities, (b) increased funds for schools, (c) parent involvement, (d) student scholarships, and (e) increased teacher preparation. Businesses and communities benefited through (a) increased collaboration, (b) increased publicity, (c) improved recruitment for businesses, (d) better-prepared work force, (e) employee commitment, and (f) improved product development. Schools and businesses see benefits in four general areas: (a) human capital development, (b) community development, (c) student achievement, and (d) financial impact. Mutual benefit is also provided in three areas: (a) philanthropy, (b) commerce, and (c) partnerships.

Scholars have stressed four guiding principles that define the “ideal partnership”:

• 1.
  Foundation—build on shared values, mutual goals
• 2.
  Implementation—integrate activities into both cultures, have a clear management process, and produce measurable outcomes
• 3.
  Continuity—provide support at highest level of each organization, devise detailed internal and external communication plans
• 4.
  Evaluation—determine strengths, weaknesses, and future directions

Some in both the education and business communities have concerns about school-business partnerships. Educators fear that businesses will influence education to focus on labor force training and stress only occupational skills that may not be useful for career advancement of the students. Business partners cite high expectations, unequal levels of partnership, and the political environment as elements that may discourage business involvement.