Community-Built Schools: A Path to Opportunity

When we talk about education, it’s easy to get lost in policy debates and system structures. But what if we started with something more fundamental: place? Dorsey Hopson, a partner at City Fund and former superintendent of Shelby County Schools, believes that the most effective schools are deeply rooted in the communities they serve. He argues that when schools adapt to the people they serve, embracing change and fostering stability, high expectations, and adult attention, they truly open doors for students.

Lessons from Memphis: Stability and Progress

Hopson’s own experience growing up in Memphis and attending Whitehaven High School shaped his perspective. He remembers a time when school hallways, teachers who knew his name, and a shared understanding of education’s importance were paramount. This personal connection fueled his drive when he became superintendent of Shelby County Schools in 2013, a district facing significant challenges like a recent merger, financial strain, and aging facilities.

One of his clearest priorities was improving graduation rates, especially for Black young men, who were disproportionately not finishing. This wasn’t about quick fixes; it was steady, practical work. The focus was on stabilizing leadership, upgrading buildings, reducing debt, and providing much-needed support to schools. By distributing resources effectively and raising expectations system-wide, the district saw real progress. By early 2019, graduation rates had climbed, reflecting the dedication of educators, families, and students.

HBCUs: Trusted Partners in Education

Today, Hopson’s work at City Fund continues this mission: helping communities build better school systems, particularly for those with fewer options. A significant initiative involves partnering with Historically Black Colleges and Universities (HBCUs). This $20 million collaboration with Bloomberg Philanthropies and UNCF recognizes the deep roots, educational expertise, and proven track record of HBCUs in turning opportunity into achievement.

The idea is to bring these strengths into closer partnership with K–12 education, creating clearer pathways for students. In Alabama, this partnership is already taking shape. The I Dream Big Academy is set to open on the campus of Stillman College, a symbolic move during Black History Month that emphasizes the structural nature of expanding opportunity. Students will learn on a college campus, making higher education feel more accessible and familiar.

Adapting to Community Needs

Another community in Alabama is working with Tuskegee University to reopen an existing public school, enhancing academic support and strengthening ties to higher education. These schools are approved by local boards, designed by local educators, and chosen by families. This approach underscores Hopson’s belief that public education thrives when it adapts to the diverse needs and learning styles of its students and families.

Research consistently shows that well-designed, well-led, and accountable schools benefit all students, with Black students, in particular, showing significant gains in high-quality public charter schools. This evidence supports the expansion of successful models while reinforcing existing systems. The core question remains: do students believe the system expects something of them? Do they feel seen and supported by the adults around them?

• Schools must reflect the communities they serve.
• Stability, high expectations, and adult attention are crucial.
• Partnerships with trusted institutions like HBCUs can create new pathways.
• Adapting to diverse family needs and learning styles strengthens public education.
• Accountability and a focus on student experience drive meaningful progress.

As a new public school opens on an HBCU campus this month, it serves as a powerful reminder that Black History Month calls for follow-through, not just grand statements. It’s about building schools that truly open doors, supporting leaders who take responsibility, and maintaining a steadfast focus on the daily experiences of students. This work is practical, local, and ongoing.