Discussion and Conclusions
The discussion and conclusions presented here are based on the
analysis of the findings of collected data that attempted to answer
the study’s research questions: What are effective ways of approaching
school=university partnerships within a private setting? What are the
assumptions of members of both institutions regarding the partnership?
What are the criteria and outcomes of a successful partnership?
Findings indicated gains in student achievement, teacher professional
development and credentialing, a more rigorous academic
agenda, compliance with state standards, and an empowering
school climate. School board members felt that the school was
making measurable progress. Parents expressed confidence in
the school’s progress and were glad to reenroll their children for
A Partnership Experience in Private Education 145
the following year. Teachers felt confident and empowered
because they were being exposed to educational theories and practices
that would improve their teaching and impact the learning
experiences of their students.
The partnership appears to be successful because of the commitment
from all parties involved. Although the school reform and
change was difficult for some of the teachers during the transition
period, the outcomes were clearly visible in terms of higher
academic achievement, teacher quality, and school climate. The
K–5 school benefited from the expertise of university faculty and
other volunteers, but mentors benefited from the opportunity to
engage in collaborative research in a school, which gave them free
access to all elements of operational level from school records to
resources and management. In addition the institutions involved
had similar characteristics because they were both faith-based with
similar philosophies, missions, and values. Although there may
have been some initial misunderstanding on the assumptions of
the partnership, perhaps through miscommunication, the result
was a stronger involvement and commitment from the university
partner. Both the school and the university are developing marketing
strategies to increase K–5 enrollment. The marketing campaign,
highlighting the partnership, benefits both schools.
Most school=university partnerships involve relationships
primarily between K–12 public schools and universities for the
purpose of fieldwork experiences, student teaching, and teacher
mentors. This study’s contribution to the field was to determine
if the partnership within a private setting would provide similar
types of school improvement reforms, student outcomes, and
reciprocal collaborative benefits for the institutions involved. As
the researchers reflected on this partnership, they found that the
criteria for its success and effectiveness seemed fairly consistent
with the research in the field and the review of the literature. Successful
partnerships between K–12 settings and universities must
ensure common goals, the desire to change, and reciprocity. Open
communication and trust are essential in building a successful
relationship. It is also important to understand that resistance to
change is part of the normal process of school reform. Those resistant
to change will be persuaded when they see positive outcomes
in student achievement, improved teaching performance, and a
school climate which empowers the community of learners. The
146 M. A. Pacino et al.
K–5 school has high hopes for a future of quality education. A
comment from one of the school teachers during the end of the
2004 to 2005 school year was one indicator of the progress of
the partnership: ‘‘The past year was very difficult because there were so
many changes, but we have accomplished a lot. I’m proud of where we
are, for us and the students’’ (personal communication, teacher D,
2005). It was apparent that the partnership was mutually beneficial.
It provided teaching and learning reform for the elementary
school; it provided university students with an opportunity to work
with teachers and students; and it provided an opportunity for
mentors to connect theory to practice, to engage in community service,
and to conduct meaningful research. The university and the
K–5 school forged a trustworthy risk-taking relationship that continues
today.