What About the Kids?

Abstract

Although rhetoric about family-centered services and breaking the cycle of intergenerational poverty has survived many failed public welfare strategies, few meaningful collaborative efforts between school systems and the public welfare system have emerged. The following case study describes the processes in which a county DSS director successfully engaged the school system to change the educational trajectories of its children in poverty by using the university as a bridge partner. Capitalizing on the freedom associated with using block grant funds for innovative programs, the collaborating partners redefined the relationship between the two systems through a common goal. Successes, barriers, practice implications and lessons learned are identified and discussed in the case example.