Chapter 2: Social Capital and School Reform: The Role of School Leaders in Fostering Relationships Amongst Stakeholders

In the PreK–12 educational setting, much of the focus on school reform initiatives have been embedded in the analysis and utilization of assessment data derived from standardized tests, efforts to improve the curriculum, and a focus on the pedagogical skills of teachers (Blink, 2007; Leana, 2011; Leana & Pil, 2014; Midgley, Stringfield, & Wayman, 2006). However, in more recent years, research suggests that fostering social capital¹ in the school context leads to school-wide change and improved student performance (Leana & Pil, 2009, 2014). Subsequently, we have begun to see a shift in focus towards an emphasis on school leaders promoting a positive school climate and culture as the foundation of any school improvement initiative (Gordon, 2015; Gruenert & Whitaker, 2015; Jones, Yonezawa, Mehan, & MCClure, 2017; Loukas, 2016). Keeping with this theme, there is no doubt that social capital plays a vital role in the makeup of the climate and culture of a given school building and/or district. Furthermore, it may be argued that social capital could (and should) be recognized and promoted in all schools (Catts & Ozga, 2005). Building on the extant literature, this chapter aims to clearly outline social capital as it relates to the PreK–12 educational setting, and its role in school reform. Additionally, an emphasis will be placed on the requisite for school leaders to promote and foster social capital in the school ecosystem in an effort to improve student achievement. Finally, this chapter intends to clearly delineate a school leaders’ role in fostering the relationships amongst all stakeholders, including students, staff, parents, community members, and business owners.