Education is the responsibility of the entire community, not just the schools themselves, and successful collective impact calls for the engagement of a broad cross-section of stakeholders from different sectors.

The evidence is overwhelming – public education in our region is failing to serve Black, Hispanic and lower-income children, and there is significant room for improvement for higher-income and White children as well. TCCC was established because our community leaders find unacceptable the persistent and growing disparity in opportunity that results from the achievement gap.

While causes and solutions may be uncertain, we collectively believe its continued existence is an impediment to ALL students. Gap-closing measures in support of children of color and children from lower-income households will help every child reach his or her potential.

Addressing Inequities

Many of the persistent problems in our education system are the result of inequities. Allocating resources to address socioeconomic and other disparities will benefit ALL children. Policies and practices that have proven successful in closing the opportunity gap must be identified, implemented and maintained with fidelity. Opportunity and achievement gaps are more likely to close when classrooms, schools and districts consistently offer a culture of high expectations and support for the success of the whole child as an integral part of teaching and learning.

  • Toxic stress because of prolonged exposure to childhood adversities (such as living in extreme family poverty, living in disenfranchised, unsafe neighborhoods, and/or experience with abuse, trauma and neglect) adversely affect physical and social-emotional development and academic performance. About half of the kindergarteners in our region live with such stress daily.
  • Resources have been invested in our community to support children in many schools, yet gaps exist in the delivery of services. The concentration of services in select areas and in limited grades leaves some children without the supports they need to improve and others without the supports needed to maintain improvements.
Partner Collaboration

Support-service providers, in partnerships with schools, report insufficient impact on children’s development and attainment.

  • The lack of relationships among support providers and with schools often leads to duplication of services and missed opportunities for collaboration and shared learning. Many families are unaware of services offered in their neighborhoods, other communities and districts, preventing students from receiving the continuous and consistent supports that could benefit them the most.
  • Children who change schools frequently are often those who struggle the most. The negative impacts of this upheaval can be reduced if districts and service providers work together to provide continuous support and consistent adult relationships as children move from one school to another.
  • Trident United Way, Charleston Promise Neighborhood and some school districts are demonstrating the courage to publicly share where their results fall short and to make changes to become more effective.
Education Reform

TCCC is working with other organizations in the region and across the state to align on a common agenda of both local and state-level actions needed to reform education. Below are our agenda items:

1. Opportunity and Access

We believe that to transform public education:

  • School boards should be permitted, supported and encouraged to use the School of Choice Law to create multiple schools that are free to innovate on behalf of students with the greatest needs.
  • Magnet and charter school admission practices should be changed to allow for a more diverse student population.
  • Attendance zones should be redrawn to accomplish greater diversity in schools and equity for students.

2. Equitable School Funding

We believe the state should make the following changes:

  • Undertake comprehensive school funding reform with excellence and equity, not “minimal adequacy,” as the goal.
  • Increase teacher salaries immediately to at least Southeast region market standards.
  • Shift resources to where the need is greatest, increase millage caps based on population growth and give all districts budget autonomy.
  • School districts should shift more of their discretionary resources (dollars, teachers, support staff, etc.) to where the need is greatest.

3. Early Childhood / Pre-School

We believe all families should have access to quality, affordable pre-school (3K/4K).

  • To make pre-school affordable, the state should offer tax credits for employers and providers, as well as direct support for families in need.
  • If necessary, the region’s county councils should proceed on their own to determine how to provide affordable pre-school for all.

We support the reorganization of state agencies to place programs supporting early childhood in a single department.

“Each of us must come to care about everyone else’s children. We must recognize that the welfare of our children is intimately linked to the welfare of all other people’s children. After all, when one of our children needs life-saving surgery, someone else’s child will perform it. If one of our children is harmed by violence, someone else’s child will be responsible for the violent act. The good life for our own children can be secured only if a good life is also secured for all other people’s children.”

Lilian Katz
Former President, National Association for the Education of Young Children