Implementation Description

Leadership at Iredell County’s American Renaissance School (ARS) acknowledges  many factors influence a family’s ability to access school choice options for their child(ren). Even a free charter school may not be feasible for families with limited transportation options. Therefore, ARS prioritized providing transportation for students to level the playing field for educationally disadvantaged families. Research has shown that school-provided transportation can eliminate a prominent obstacle preventing students from accessing their school of choice (Sanchez, 2017). Despite COVID-19’s impact on education, ARS prioritized this goal by securing a transportation contract, locating bus stops, and leveraging community connections.

Rather than purchasing a bus of their own, the school’s administrative team researched the viability of hiring a local transportation service. Outsourcing can allow schools to provide a quality service to families, while still allowing their current staff to spend time and energy on their essential job functions (Bretz, 2002). ARS contracted ICATS Transportation, a non-profit public transit company known for bringing senior citizens to their medical appointments. ICAT drivers and maintenance workers were responsible for the buses themselves, while two of ARS’ Teaching Assistants were selected to serve as bus monitors. 

Once personnel logistics were established, the next step was locating available bus stop locations. The School Counselor began by assembling a list of before and after care facilities where ARS students already attended, such as the Boys and Girls Club and the YMCA. She invited them to partner with ARS by allowing ARS to utilize these locations as bus stops. Community partnerships like these often add substantial value to the school, the community organization, and the participating families (Little, n.d.). Additionally, an ARS board member scheduled a lunch meeting with the Director and Assistant Director of the school’s neighboring Housing Authority. The Housing Authority offered Community Center buildings for nine neighborhoods to be utilized as bus stops. They also offered to attach an advertisement for the school with every resident’s utility bill and offered guidance regarding what kinds of programming would interest their residents. These flyers, which largely highlighted the school’s transportation and athletics programs, reached 500 households. Unfortunately, the school’s weighted lottery for 2021-22 ended prior to this lunch meeting, but the school has experienced an increase in their waiting list and phone calls from interested families. The school is excited to continually increase the number of students they serve through transportation in the years to come. 

Results

15 students regularly participated in the school’s transportation program in 2020-21. 100% of those participants were also enrolled in the school’s Free and Reduced Lunch program, and 14 of the 15 students belong to minority groups. 

Based on informal feedback ARS received from current and prospective families, they believe providing transportation will increase the amount of Educationally Disadvantaged students who are able to enroll in their school. One parent said that offering free transportation had made her life “so much easier” and made it possible for her child to attend American Renaissance (Jim Duffey, personal communication, June 17, 2021). 

Challenges

The Coronavirus pandemic disoriented family schedules, and for a while, it was uncertain when ARS students would be returning to in-person learning. This made it difficult to assess when and how many students would require transportation services. Fortunately, the school was still able to coordinate a transportation contract as well as bus stops and advertisements through their supportive community partnerships. 

Future Modifications

ARS students returned to in-person instruction at the end of October 2020, and the school plans to be in-person for all of the 2021-22 academic year. In summer 2021, the school surveyed families to determine who will need transportation next year and if additional bus stops are needed. ARS is also continuing to build relationships with community organizations in order to expand the reach of their transportation program. 

The School Counselor will also gain the title of Transportation Director in 2021-22 due to her leadership in managing much of the school’s transportation initiatives last year. 

Critical Components

Getting Started

ARS commented that contracting a bus service, rather than purchasing their own bus, was financially beneficial for them, especially in the pilot year of their transportation program. It was also essential to research possible community bus stop locations that would be convenient for families. Each of these locations needed to offer adequate shelter, lighting, and personnel in case a student needed assistance while waiting for the bus. 

Ongoing Supports

The school stated that in order for their transportation program to be successful and sustainable, they would need to continue growing and leveraging community resources, which may include securing additional vehicles, bus stops, or bus monitors as the program grows. 

Equity Connections

School bus programs have the potential to broaden school choices for families experiencing poverty (Valant & Lincove, 2018). ARS began offering free transportation to their students in 2020-21, and 100% of students using the service qualify as educationally disadvantaged. Families have responded positively and stated that transportation was one factor which helped them choose ARS. Providing free transportation removes a common barrier to equitable access to school choice.

Research

1.     Bretz, R. (April, 2002). “Outsourcing: Exploring the Benefits for Independent Schools”. NAIS. Accessed August 18, 2021. Retrieved from https://www.nais.org/articles/pages/outsourcing-3a-exploring-the-benefits-for-independ/ 

2.     Little, P. (N.d.). “School-Community Learning Partnerships: Essential to Expanded Learning Success.” Accessed on August 18, 2021. Retrieved from https://www.expandinglearning.org/expandingminds/article/school-community-learning-partnerships-essential-expanded-learning-success 

3.     Sanchez, J. (June 1, 2017). “What Good Is School Choice for Low-Income Families If It Doesn’t Come With a School Bus?”. Education Post. Accessed on August 18, 2021. Retrieved from https://educationpost.org/what-good-is-school-choice-for-low-income-families-if-it-doesnt-come-with-a-school-bus/ 

4.     Valant, J., Lincove, J.A. (March 16, 2018) “The barriers that make charter schools inaccessible to disadvantaged families”. Brookings. Accessed on August 18, 2021. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2018/03/16/the-barriers-that-make-charter-schools-inaccessible-to-disadvantaged-families/ 

5.     United States Census Bureau, Quick Facts North Carolina, Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219

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