Implementation Description
Ridgeview Charter School (RCS), a Title 1 school located in Gastonia, NC, opened its doors for students in 2019 offering a high-quality education for their diverse student population. In an effort to increase their footprint in the community, Ridgeview sought to engage families and enhance their marketing strategies.
Ridgeview utilized NC ACCESS funds to hire a consulting firm, Nixon & Co. Consulting Group, to develop a plan to engage families and the community at large. Research has shown that when schools support and engage families in their child(ren)’s education, community bonds are formed, and students grow more academically and socio-emotionally (Van Voorhis, Maier, Epstein, & Lloyd, 2013). Therefore, Ridgeview knew their work needed to begin with families who were already a part of Ridgeview. The school solicited input from families by forming a small focus group to better understand the public perception of the school. One outcome from the focus groups was the growing awareness of a number of myths about the school circulating in the community that needed to be addressed. Therefore, school leadership created a Debunking the Myths flyer to be shared at all community engagement and recruitment events. Additionally, during the focus group meetings, families were equipped to become ambassadors for the school. Ridgeview found their time with parents to be productive and beneficial for schools and families alike.
Additionally, with financial support from NC ACCESS, Ridgeview hired a marketing specialist to bolster their community presence. Outsourcing tasks, such as marketing, can free-up school staff to focus on their “core operations” within the school (Bretz, 2002). The marketing specialist provided a refresh for the school’s website and Facebook page to ensure they were updated and effectively communicated the school’s mission. Research has shown that it is important for schools to build their social media presence to engage educational stakeholders, such as “parents, students, teachers, and the community” (LeRoy, 2018). Additionally, the local radio station aired an interview with the principal to answer questions families may have about the school. Finally, to increase the school’s visibility, Ridgeview provided families with yard signs to create organic opportunities for currently enrolled families to serve as school ambassadors to their neighbors.
Results
The community is developing a growing awareness of Ridgeview’s offering as evidenced by an increase in enrollment for the 2021-22 academic year. Enrollment increased from 250 in 2020-21 to 275.
Challenges
RCS faced the obstacle of addressing public misconceptions about their school. Once they became aware of the community’s perceptions, they were able to explicitly address the myths through flyers, networking, social media communications, and in-person events.
Nixon & Co. planned to provide Professional Development (PD) opportunities for staff members to help them further develop their relationships with students’ families and the community; however, these sessions were postponed in response to COVID-19 safety concerns.
Future Modifications
Moving forward, Ridgeview has plans to continue engaging families through the formation of a staff and parent committee, where members will work together to build strong community connections. Additionally, Ridgeview staff will participate in the professional development sessions with Nixon & Co. that needed to be rescheduled due to the pandemic.
Critical Components
Getting Started
School leadership felt that contracting consultants and marketing specialists prior to the school’s opening was crucial to achieving effective marketing success and community engagement.
Ongoing Supports
RCS believes that ensuring family engagement was critical, because it instilled ownership and strengthened bonds between home and school. School leaders plan to continue growing these relationships moving forward to ensure school success.
Equity Connections
RCS invited families to participate in focus groups that guided the school’s marketing and recruitment efforts for the year. When school leaders ask marginalized families, such as those living in poverty, for input on school decisions, it communicates respect and paves the way for authentic and effective family engagement (Brewster & Railsback, 2003).
Research
1. Bretz, R. (April, 2002). “Outsourcing: Exploring the Benefits for Independent Schools”. NAIS. Accessed April 13, 2021. Retrieved from https://www.nais.org/articles/pages/outsourcing-3a-exploring-the-benefits-for-independ/
2. Brewster, C. & Railsback, J. (2003). “Building Trust with Schools and Diverse Families”. Adolescent Literacy. Northwest Regional Educational Laboratory. Accessed on June 18, 2021. Retrieved from http://www.adlit.org/article/21522/
3. LeRoy, N. (November 20, 2018). “A Comprehensive Marketing Guide for Charter Schools”. Bright Minds Marketing. Accessed on June 25, 2021. Retrieved from https://brightmindsmarketing.com/marketing-operations/comprehensive-marketing-guide-for-charter-schools/
4. Van Voorhis, F.L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (October 2013). “The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills”. MDRC. P. 75. Accessed on April 13, 2021. Retrieved from https://files.eric.ed.gov/fulltext/ED545474.pdf
5. United States Census Bureau, Quick Facts North Carolina, Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219
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