Civic capacity for education equity funding reform in delaware, 2014-2021

Abstract

2014 to 2021 was a historical moment in Delaware for educational equity funding reforms, with several significant reform efforts and numerous reform-focused organizations and commissions. The dissertation examines these reform efforts using civic capacity as a conceptual framework. More specifically, this dissertation describes the dimensions of civic capacity during this period, drawing on key informant interviews, document analyses, and an original survey administered to community leaders. These dimensions include the nature and extent of inclusive community leadership, citizen participation, collaborative institutions, and shared vision and values. The key findings of this research document the strengths and weaknesses of the different dimensions of civic capacity during the study period and provide evidence of how some features of civic capacity were instrumental in advancing educational equity funding reforms. Towards the end of the study period, significant educational funding reforms were undertaken, partly due to court action and partly as a product of legislative action. Delaware’s civic capacity for education funding reform between 2014 and 2021 is substantial because dimensions on which there was strength were the dimensions needed at that time. Even though there were weak dimensions of civic capacity, the strong ones made all the difference for that time. The findings and analysis from this dissertation contribute to understanding Delaware's current education funding reform landscape.