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A university—school district partnership, Schools of Promise (SOP), was formed to improve elementary schools for all children through whole-school reform. This effort focused on the concepts of belonging and inclusion, positioning the needs of marginalized students at the center of the reform through a university-facilitated restructuring of service delivery and university-led professional development. This article reports on the findings from a mixed-methods study of this partnership, addressing two research questions focused on the experiences of the participants and major stakeholders involved in this reform effort. The questions include (a) What have been the major accomplishments of SOP? and (b) What barriers have been encountered? The findings suggest there are both significant accomplishments as well as ongoing barriers to these efforts. These themes are discussed, and implications for future research and future directions for this partnership are presented.
Causton‐Theoharis et al. (Tue,) studied this question.