Democracy is alive and well at the local and state level, something that is often missed in breathless coverage of its supposed imminent demise. While many Americans report feeling disconnected from national politics, they are also broadly satisfied with their own lives and communities. That means state education advocates face both a challenge and an opportunity: how to best translate that local trust into effective engagement with policymakers.
That question sat at the center of a plenary session I moderated at the PIE Network Executives Meeting last month – an event that, as always, left me learning from the extraordinary network of state advocates working to ensure that education policy serves students around the country. (I am a PIE Network board member; it is a national membership organization of state education advocates.)
The discussion combined new insights on voter sentiment alongside practical lessons from organizations engaging policymakers at the state level.
What voter sentiment data tells us
Sarah Stamper of Murmuration opened the session by sharing insights from the organization’s Civic Pulse polling project.
Much of the polling reflected the broad sense of political dissatisfaction obvious to many of us. But three findings stood out:
- Most Americans – across political affiliations – feel politically homeless at least some of the time.
- Most Americans say they are satisfied with their own lives.
- At the same time, more Americans are dissatisfied with the direction of the country than are satisfied.
Taken together, these results highlight a striking tension. While people often feel positive about their immediate communities, they increasingly feel disconnected from and wary of national politics and decision-making.
While that dynamic may not be entirely surprising, it does reinforce an important insight. Engagement at the community and state levels remains one of the most powerful ways to use our democratic process to advance student-centered education policy.
Practical advice from the field
Following the presentation of voter insights, Chad Aldis, vice president of Ohio Policy at the Thomas B. Fordham Institute; Maya Martin Cadogan, founder and executive director of PAVE; Brenda Dickhoner, president and CEO of Ready Colorado; and Robin Steans, president of Advance Illinois, shared practical examples of how they engage policymakers in Washington, D.C.; Ohio; Illinois; and Colorado.
Despite their different states and political contexts, all of them rely on some common strategies:
- Engage elected officials early and often.
Public leaders – especially those newly in office – often rely on trusted partners to help them navigate complex education issues. Organizations that provide clear information, relevant context, and credible expertise can become invaluable resources in the policymaking process. Honest brokers are in short supply. - Keep parents, caregivers, and students at the center of the conversation.
Grounding policy discussions in the lived experiences of families and communities strengthens both advocacy efforts and policy outcomes. PAVE, a parent-led organization, very effectively uses the voices and perspectives of families to shape D.C policy. - Maintain consistent communication over time.
Education policy competes with many other issues for policymakers’ attention. Sustained engagement – rather than one-off issue outreach – helps ensure that important issues remain visible and that relationships with policymakers (and their staffers) deepen over time.
A continued opportunity for impact
If there was a common thread running through the session, it was this: Despite widespread frustration with national politics, there remains significant opportunity to make progress at the state and local levels. Democracy is at work at a local level, where Americans’ daily needs and concerns can be debated and addressed.
By building trusted relationships with decision-makers, amplifying the voices of families and students, and maintaining steady communication over time, education advocates can advance policies that serve students.
And as the discussion at the PIE Networks Executives Meeting made clear, those efforts are most effective when they begin close to home.
