"The ability to maximize the productive potential of every American of working age, through investment in education and training will be essential to sustain future growth."–Michael E. Porter and Debra van Opstal (2001)

  1. Beaulieu, L. J., & Gibbs, R. (Eds.). (2005, January). The role of education: Promoting the economic & social vitality of rural America (SRDC Publication No. 235). Mississippi State, MS: Southern Rural Development Center

    Looks at the connection between rural education and community well-being. Based on material presented a two-day workshop to review current research on subjects related to this connection. 72 pages.

  2. Chung, C. (2002, October). Using public schools as community-development tools: Strategies for community- based developers. Washington D.C.: NeighborWorks.

    Includes guidance, tools, and information for initiatives that link public schools and community development. Provides examples of schools and communities that have succeeded in such efforts. Includes implications for education and community development policy and practice. 55 pages.

  3. Carnegie Corporation of New York and CIRCLE: The Center for Information and Research on Civic Learning and Engagement (2003). The civic mission of schools. New York: Author.

    Publisher Description: "Written and endorsed by more than 50 scholars and education practitioners, The Civic Mission of Schools report summarizes the status of and need for civic learning in schools, kindergarten through 12th grade. It analyzes trends in American political and civic engagement; identifies promising approaches to educating students for democracy; and offers recommendations to educators, policymakers, government officials and funders."

  4. King, B., & Keating, M. (2004, December). The future of the American economy lies in our public schools. Expansion Management, 19 (12), 6-19.

    Author Abstract: "Discusses the role of public education system in the future of the United States economy. Importance of productivity gains to remain competitive; Major driver of productivity gains; Comparison of the workforce in various communities throughout the country; Way to select the school districts; Criteria for evaluating the school districts; Correlation between the education level of the parents and the success of the students." 13 pages.

  5. Kretzmann, J. P., & McKnight, J. L. (1988). A primer for a school's participation in the development of Its local community (Rev. 1997 ed.). Evanston, IL: The Asset-Based Community Development Institute.

    Publisher Description: "A Primer for a School's Participation in the Development of its Local Community is a basic guide to reconnecting school and community. It includes a description of the resources, skills, and abilities that schools can usefully contribute toward the empowerment of their local community. The Primer also includes a description of 30 projects, developed by educators and community development leaders,that are educationally exciting and community building."

  6. Mathews, D. (2006). Chapter 1: Whose schools are these? In Reclaiming public education by reclaiming our democracy (pp. 3-18). Dayton, OH: Kettering Foundation Press.

    Publisher Description: "This book considers what citizens and educators alike want from public education and how they might come closer to getting it. It is also about the obstacles that block them, beginning with significant differences in the ways that citizens see problems in the schools and how professional educators and policymakers talk about them. This book offers ideas about the work citizens can do to reverse this trend and improve education."

  7. Mathews, D. (2002). Introduction. In Why public schools? Whose public schools?: What early communities have to tell us (pp. 11-20). Montgomery, AL: NewSouth Books.

    Author Description of Publication: "As an outgrowth of the [Kettering] foundation's research in the politics of education, Why Public Schools? Whose Public Schools? explores how communities once acted together to create schools. The setting is frontier Alabama, yet every state has similar stories. By exposing the tightly coupled relationship between communities and their schools, Mathews finds that cooperation and civic involvement are necessary to resolve today's educational crisis."

  8. MDC, Inc. (2004, May). The state of the South 2004: Fifty years After Brown v. Board of Education. Chapel Hill, NC: Author.

    Argues that equitable access to quality education is the "linchpin" of a strong community, economy, and democracy. Fifty years after the "Brown v. Board" decision, MDC examines the state of the South in light of this argument. Examines "levers for change" and presents "pathways to success". 87 pages.

  9. Shaw, E. E., & Beaulieu, L. J. (Eds.). (2003, Summer). Southern Perspectives, 6 (3). Mississippi State, MS: Southern Rural Development Center

    Topics include: "Education and Nonmetropolitan Income Growth in the South," "Historically Black Colleges and Universities and Economic Well-Being in Racially Diverse Rural Counties," "Work-Based Learning in Rural America," and "Examining the Returns to Education in Rural Areas."

  10. Winter, W. F. (2000, January). The rural South: From shadows to sunshine. The Rural South: Preparing for the Challenges of the 21st Century (Issue No. 2). Mississippi State, MS: Southern Rural Development Center

    Excerpt: "We must understand that the only road out of poverty and economic dependency runs by the schoolhouse. In too many of our poorest areas, we still have not created the adequate public schools that are essential to turning out competitive workers. Communities that have poor schools not only shortchange their own kids but also send a bad signal to outside businesses who might want to locate there. New businesses, new capital, and new people will not go to communities which are not committed to quality public education."

Last Updated: May 21, 2014