Abstract
Purpose. The primary purpose of this study was to describe the degree to which rural California school/community alliances exist and the characteristics of these alliances. Recommendations for creating and maintaining successful school/community alliances were gathered. Methodology. This was a descriptive study with qualitative methodologies. Administrators of 306 small, rural school districts with a maximum of 600 students were chosen to provide data for the study. Two instruments were used—a postcard survey that went to all the identified districts, and a longer questionnaire that was given to those who had alliances and were willing to answer a longer questionnaire. Both instruments were developed and refined by the researcher and committee chairperson. A group of four peers was consulted for validity and reliability. Findings. (1) Two-thirds of small, rural, districts in California are involved in school/community alliances; most have more than one program. (2) Partnerships and collaborations are the most common alliances. (3) Attracting and keeping good quality personnel and leadership is the most critical attribute of successful programs. (4) The program must fill a need. (5) Opposition is rarely a problem. (6) Administrators echoed the surveys in their recommendations to find good personnel; obtain stable funding; communicate with partners; and garner support from school and community leaders. Conclusions. Alliances do create an environment in which selected school and community needs can be met; they are successful in building infrastructure in rural communities. Successful alliances are based on strong leadership; people who are skilled in communication are essential. Administrators recommended hiring local people and honing their skills, which can be time consuming but effective. Involving the community throughout the process is important. Communities seem to be ready, willing, and in some cases, eager for school leaders to address issues. Very small districts (e.g., fifty or fewer students) can build remarkably successful alliances since they are often the psychological center of the community. It is clear that school/community alliances provide closer relationships between organizations and community leadership with virtually no negative consequences, other than stretching the responsibilities of existing personnel.