When the pandemic struck Reading, Pennsylvania, its school system was already under enormous strain. The Reading School District—the poorest in the state—served 16,000 students, many of whom faced daunting barriers long before COVID arrived. Hundreds were homeless. Thousands stopped showing up to class. Teachers and principals were stretched thin. Community trust was low. And after years of missed opportunities and stalled reforms, many inside and outside the district believed real improvement was impossible.Part 1 of this two-episode series is a story about how that belief began to change.Host Ken Futernick speaks with Rich Harwood, founder of the <a href='https://www.theharwoodinstitute.org/'>Harwood Institute</a>, and a wide range of local leaders who were determined to help Reading’s schools move from crisis to renewal. What unfolded wasn’t driven by a new curriculum, a flashy turnaround model, or a mandate from the outside. It started with something much simpler—and much harder: listening to the people who rely on the school system every day.Through dozens of conversations with parents, students, educators, and community partners in both English and Spanish, Harwood’s team discovered that residents weren’t focused on culture-war debates. They cared about whether children felt safe, supported, seen, and prepared for the future. Those conversations revealed key community priorities for improving the city’s schools.This episode highlights:<ul><li>How Reading’s school board struggles, high poverty levels, and pandemic disruptions left educators feeling isolated and overwhelmed</li><li>Why attempts at school reform had failed to take root—and how turning outward toward the community created space for new solutions</li><li>The pivotal moment when Superintendent Jennifer Murray confronted stark feedback from the community, first with defensiveness, then with humility and resolve</li><li>How her leadership helped shift the district’s mindset from “these are our buildings” to “these are the community’s schools”</li><li>How educators, nonprofits, and civic leaders began dismantling silos that had long kept them from working together effectively</li></ul>Rather than focusing solely on classroom instruction or policy changes, Reading’s transformation would come from a new civic culture emerging—one in which schools are not expected to fix everything alone, and in which community partners see themselves as co-owners of students’ success.This is a story of a school system rediscovering its purpose by reconnecting with the people it serves. It’s a reminder that meaningful and sustainable school improvement requires trust, collaboration, and a willingness to hear the hard truths.In Part 2, we follow the concrete initiatives that emerged from this shift, including expanded after-school programs, a reimagined approach to English-language support, and a renewed commitment to early childhood education—each led by educators and community groups working in sync instead of in isolation.<a target="_blank" href="https://www.buzzsprout.com/twilio/text_messages/2213539/open_sms">Let us know what you think with a text message. </a>

<description>&lt;p&gt;When the pandemic struck Reading, Pennsylvania, its school system was already under enormous strain. The Reading School District—the poorest in the state—served 16,000 students, many of whom faced daunting barriers long before COVID arrived. Hundreds were homeless. Thousands stopped showing up to class. Teachers and principals were stretched thin. Community trust was low. And after years of missed opportunities and stalled reforms, many inside and outside the district believed real improvement was impossible.&lt;/p&gt;&lt;p&gt;Part 1 of this two-episode series is a story about how that belief began to change.&lt;/p&gt;&lt;p&gt;Host &lt;b&gt;Ken Futernick&lt;/b&gt; speaks with &lt;b&gt;Rich Harwood&lt;/b&gt;, founder of the &lt;a href='https://www.theharwoodinstitute.org/'&gt;&lt;b&gt;Harwood Institute&lt;/b&gt;&lt;/a&gt;, and a wide range of local leaders who were determined to help Reading’s schools move from crisis to renewal. What unfolded wasn’t driven by a new curriculum, a flashy turnaround model, or a mandate from the outside. It started with something much simpler—and much harder: listening to the people who rely on the school system every day.&lt;/p&gt;&lt;p&gt;Through dozens of conversations with parents, students, educators, and community partners in both English and Spanish, Harwood’s team discovered that residents weren’t focused on culture-war debates. They cared about whether children felt safe, supported, seen, and prepared for the future. Those conversations revealed key community priorities for improving the city’s schools.&lt;/p&gt;&lt;p&gt;This episode highlights:&lt;/p&gt;&lt;ul&gt;&lt;li&gt;How Reading’s school board struggles, high poverty levels, and pandemic disruptions left educators feeling isolated and overwhelmed&lt;/li&gt;&lt;li&gt;Why attempts at school reform had failed to take root—and how turning outward toward the community created space for new solutions&lt;/li&gt;&lt;li&gt;The pivotal moment when Superintendent Jennifer Murray confronted stark feedback from the community, first with defensiveness, then with humility and resolve&lt;/li&gt;&lt;li&gt;How her leadership helped shift the district’s mindset from “these are our buildings” to “these are the community’s schools”&lt;/li&gt;&lt;li&gt;How educators, nonprofits, and civic leaders began dismantling silos that had long kept them from working together effectively&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;Rather than focusing solely on classroom instruction or policy changes, Reading’s transformation would come from a new civic culture emerging—one in which schools are not expected to fix everything alone, and in which community partners see themselves as co-owners of students’ success.&lt;/p&gt;&lt;p&gt;This is a story of a school system rediscovering its purpose by reconnecting with the people it serves. It’s a reminder that meaningful and sustainable school improvement requires trust, collaboration, and a willingness to hear the hard truths.&lt;/p&gt;&lt;p&gt;In &lt;b&gt;Part 2&lt;/b&gt;, we follow the concrete initiatives that emerged from this shift, including expanded after-school programs, a reimagined approach to English-language support, and a renewed commitment to early childhood education—each led by educators and community groups working in sync instead of in isolation.&lt;/p&gt;&lt;p&gt;&lt;a target="_blank" href="https://www.buzzsprout.com/twilio/text_messages/2213539/open_sms"&gt;Let us know what you think with a text message. &lt;/a&gt;&lt;/p&gt;</description>

When the pandemic struck Reading, Pennsylvania, its school system was already under enormous strain. The Reading School District—the poorest in the state—served 16,000 students, many of whom faced daunting barriers long before COVID arrived. Hundreds were homeless. Thousands stopped showing up to class. Teachers and principals were stretched thin. Community trust was low. And after years of missed opportunities and stalled reforms, many inside and outside the district believed real improvemen...

The Extraordinary Transformation of a City and Its Schools—Pt 1

In Part 1, we heard how Reading, Pennsylvania, began to turn outward—listening to families, students, and educators to rethink what their school system could be. In Part 2, we see what happened when a new mindset and civic culture shifted from data gathering and healthy conversation to concrete action.Host Ken Futernick and Rich Harwood, founder of the <a href='https://www.theharwoodinstitute.org/'>Harwood Institute</a>, return to trace three major initiatives that are reshaping life for students in the Reading School District—and changing how the community relates to its schools.You’ll hear how:<ul><li>After-school programs came back into school buildings after years of being kept out, transforming schools into safe, vibrant hubs where students can learn, eat a hot meal, and connect with caring adults.</li><li>Youth and families themselves shaped these programs—from asking for more experiences and field trips to naming something as basic as food as a barrier to participation—leading partners like Centro Hispano and Communities In Schools to step in with thousands of daily meals.</li><li>A new English as a second language network grew from simple church dinners into a citywide web of support, helping parents gain the confidence to talk with teachers, support their children’s learning, and fully participate in school and community life.</li><li>Faith communities adopted schools, not by deciding what they would offer, but by asking principals, “What do your students and teachers need?”—and responding with practical support, from tutors to winter coats.</li><li>Early childhood leaders, backed by a major grant, made a courageous public “U-turn,” shifting from adding more childcare slots to building demand and awareness so that more families see high-quality early learning as essential to their children’s success in school.</li></ul>Throughout the episode, educators and community partners describe how these efforts are changing the district’s relationship with the city it serves. Schools are no longer expected to shoulder every problem alone; instead, they’ve become the center of a shared project, with nonprofits, churches, funders, and residents working alongside them.Rich and Ken also step back to ask: What does this mean for other communities that want to strengthen their own school systems—whether they’re in deep crisis or simply trying to move from good to great? Drawing on Reading’s experience, Rich offers four practical mantras for getting started: turn outward, get in motion, start small to go big, and build a “trajectory of hope.”This is the story of a school system being rebuilt not just from the inside out, but from the outside in—one partnership, one program, and one act of listening at a time.Download a free study guide and find related resources for this series at <a href='https://www.schoolconversations.org/reading'>schoolconversations.org/reading</a> and t<a href='https://www.theharwoodinstitute.org/reading'>heharwoodinstitute.org/reading</a>.<a target="_blank" href="https://www.buzzsprout.com/twilio/text_messages/2213539/open_sms">Let us know what you think with a text message. </a>

<description>&lt;p&gt;In Part 1, we heard how Reading, Pennsylvania, began to turn outward—listening to families, students, and educators to rethink what their school system could be. In Part 2, we see what happened when a new mindset and civic culture shifted from data gathering and healthy conversation to concrete action.&lt;/p&gt;&lt;p&gt;Host &lt;b&gt;Ken Futernick&lt;/b&gt; and &lt;b&gt;Rich Harwood&lt;/b&gt;, founder of the &lt;a href='https://www.theharwoodinstitute.org/'&gt;&lt;b&gt;Harwood Institute&lt;/b&gt;&lt;/a&gt;, return to trace three major initiatives that are reshaping life for students in the Reading School District—and changing how the community relates to its schools.&lt;/p&gt;&lt;p&gt;You’ll hear how:&lt;/p&gt;&lt;ul&gt;&lt;li&gt;&lt;b&gt;After-school programs came back into school buildings&lt;/b&gt; after years of being kept out, transforming schools into safe, vibrant hubs where students can learn, eat a hot meal, and connect with caring adults.&lt;/li&gt;&lt;li&gt;&lt;b&gt;Youth and families themselves shaped these programs&lt;/b&gt;—from asking for more experiences and field trips to naming something as basic as food as a barrier to participation—leading partners like Centro Hispano and Communities In Schools to step in with thousands of daily meals.&lt;/li&gt;&lt;li&gt;A new &lt;b&gt;English as a second language network&lt;/b&gt; grew from simple church dinners into a citywide web of support, helping parents gain the confidence to talk with teachers, support their children’s learning, and fully participate in school and community life.&lt;/li&gt;&lt;li&gt;&lt;b&gt;Faith communities adopted schools&lt;/b&gt;, not by deciding what they would offer, but by asking principals, “What do your students and teachers need?”—and responding with practical support, from tutors to winter coats.&lt;/li&gt;&lt;li&gt;Early childhood leaders, backed by a major grant, made a courageous public “U-turn,” shifting from adding more childcare slots to building demand and awareness so that more families see high-quality early learning as essential to their children’s success in school.&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;Throughout the episode, educators and community partners describe how these efforts are changing the district’s relationship with the city it serves. Schools are no longer expected to shoulder every problem alone; instead, they’ve become the center of a &lt;b&gt;shared project&lt;/b&gt;, with nonprofits, churches, funders, and residents working alongside them.&lt;/p&gt;&lt;p&gt;Rich and Ken also step back to ask: What does this mean for other communities that want to strengthen their own school systems—whether they’re in deep crisis or simply trying to move from good to great? Drawing on Reading’s experience, Rich offers four practical mantras for getting started: turn outward, get in motion, start small to go big, and build a “trajectory of hope.”&lt;/p&gt;&lt;p&gt;This is the story of a school system being rebuilt not just from the inside out, but from the outside in—one partnership, one program, and one act of listening at a time.&lt;/p&gt;&lt;p&gt;Download a free study guide and find related resources for this series at &lt;a href='https://www.schoolconversations.org/reading'&gt;&lt;b&gt;schoolconversations.org/reading&lt;/b&gt;&lt;/a&gt; and &lt;b&gt;t&lt;/b&gt;&lt;a href='https://www.theharwoodinstitute.org/reading'&gt;&lt;b&gt;heharwoodinstitute.org/reading&lt;/b&gt;&lt;/a&gt;.&lt;/p&gt;&lt;p&gt;&lt;a target="_blank" href="https://www.buzzsprout.com/twilio/text_messages/2213539/open_sms"&gt;Let us know what you think with a text message. &lt;/a&gt;&lt;/p&gt;</description>

In Part 1, we heard how Reading, Pennsylvania, began to turn outward—listening to families, students, and educators to rethink what their school system could be. In Part 2, we see what happened when a new mindset and civic culture shifted from data gathering and healthy conversation to concrete action. Host Ken Futernick and Rich Harwood, founder of the Harwood Institute, return to trace three major initiatives that are reshaping life for students in the Reading School District—and changing h...

The Extraordinary Transformation of a City and Its Schools—Pt. 2

What would make someone leave a thirty–year career on Wall Street to help heal America’s divides? In this episode of <a href='http://www.schoolconversations.org'>Courageous Conversations About Our Schools</a>, host Ken Futernick talks with Adam Mizel, former investment banker turned bridge-builder, who co-founded <a href='https://www.us-united.org/'>US United</a> to strengthen communities and classrooms through empathy, respect, and dialogue.When George Floyd was killed, Adam found himself shouting at the television—until his wife asked the question that changed everything: “What are you going to do about it?” That moment led him to Sheriff Chris Swanson in Flint, Michigan, and to a new mission—bringing Americans together through programs that promote listening over labeling. One of those, <a href='https://www.us-united.org/30-for-us'>“30 for Us,”</a> invites small groups of strangers—students, neighbors, or even rivals—to discuss tough topics and discover common ground.Ken and Adam explore how these conversations are transforming schools and how young people, in particular, are leading the way toward a more unified future. It’s a conversation about the power of listening, the importance of respect, and the possibilities for civic renewal through empathy and dialogue. <a target="_blank" href="https://www.buzzsprout.com/twilio/text_messages/2213539/open_sms">Let us know what you think with a text message. </a>

<description>&lt;p&gt;What would make someone leave a thirty–year career on Wall Street to help heal America’s divides? In this episode of &lt;a href='http://www.schoolconversations.org'&gt;&lt;em&gt;Courageous Conversations About Our Schools&lt;/em&gt;&lt;/a&gt;, host &lt;b&gt;Ken Futernick&lt;/b&gt; talks with &lt;b&gt;Adam Mizel&lt;/b&gt;, former investment banker turned bridge-builder, who co-founded &lt;a href='https://www.us-united.org/'&gt;&lt;b&gt;US United&lt;/b&gt;&lt;/a&gt; to strengthen communities and classrooms through empathy, respect, and dialogue.&lt;/p&gt;&lt;p&gt;When George Floyd was killed, Adam found himself shouting at the television—until his wife asked the question that changed everything: &lt;em&gt;“What are you going to do about it?”&lt;/em&gt; That moment led him to Sheriff Chris Swanson in Flint, Michigan, and to a new mission—bringing Americans together through programs that promote listening over labeling. One of those, &lt;a href='https://www.us-united.org/30-for-us'&gt;&lt;b&gt;“30 for Us,”&lt;/b&gt;&lt;/a&gt; invites small groups of strangers—students, neighbors, or even rivals—to discuss tough topics and discover common ground.&lt;/p&gt;&lt;p&gt;Ken and Adam explore how these conversations are transforming schools and how young people, in particular, are leading the way toward a more unified future. It’s a conversation about the power of listening, the importance of respect, and the possibilities for civic renewal through empathy and dialogue. &lt;/p&gt;&lt;p&gt;&lt;a target="_blank" href="https://www.buzzsprout.com/twilio/text_messages/2213539/open_sms"&gt;Let us know what you think with a text message. &lt;/a&gt;&lt;/p&gt;</description>

What would make someone leave a thirty–year career on Wall Street to help heal America’s divides? In this episode of Courageous Conversations About Our Schools, host Ken Futernick talks with Adam Mizel, former investment banker turned bridge-builder, who co-founded US United to strengthen communities and classrooms through empathy, respect, and dialogue. When George Floyd was killed, Adam found himself shouting at the television—until his wife asked the question that changed everything: “What...

"30 for Us" is Breaking Bubbles and Bridging Student Divides (Ep 49)

In a live, online discussion we co-hosted with <a href='https://www.braverangels.org'>Braver Angels</a> on September 4th, 2025, eight panelists discussed whether Ethnic Studies should be required for high school graduation, whether such a course should even be offered at all, or whether the content is likely to do more harm than good. Nearly 200 audience members from across the country listened in and posed questions as panelists shared their views and personal experiences, listened, and responded respectfully to audience questions. The conversation was lively, illuminating, and, at times, challenging, but it exemplified the value of civil dialogue when addressing controversial topics like this one.<a href='https://youtu.be/GjjN_83SZDE'>A video recording of the initial event</a> with 8 panelists is available on our YouTube channel. An audio podcast episode is also available <a href='https://www.schoolconversations.org/episodes/ethnic-studies-fishbowl'>here</a> on our website and on your favorite podcasting platforms. Additional details, including brief panelist bios, questions and comments from the audience, and updates on the California law that would have made Ethnic Studies a high school graduation requirement, are available <a href='https://www.schoolconversations.org/ethnic-studies-event'>here</a>. A particularly noteworthy moment occurred near the end when Niclole Bernstein, a panelist opposed to Ethnic Studies, expressed a desire to continue the conversation with Albert Camarillo, one of four panelists in support of the course. This episode captures the fascinating conversation that took place between these two panelists just two weeks later. <a href='https://youtu.be/GjjN_83SZDE'>A video of this conversation</a> between Bernstein and Camarillio can also be viewed on our YouTube channel. <a target="_blank" href="https://www.buzzsprout.com/twilio/text_messages/2213539/open_sms">Let us know what you think with a text message. </a>

<description>&lt;p&gt;In a live, online discussion we co-hosted with &lt;a href='https://www.braverangels.org'&gt;Braver Angels&lt;/a&gt; on September 4th, 2025, eight panelists discussed whether Ethnic Studies should be required for high school graduation, whether such a course should even be offered at all, or whether the content is likely to do more harm than good. &lt;/p&gt;&lt;p&gt;Nearly 200 audience members from across the country listened in and posed questions as panelists shared their views and personal experiences, listened, and responded respectfully to audience questions. The conversation was lively, illuminating, and, at times, challenging, but it exemplified the value of civil dialogue when addressing controversial topics like this one.&lt;/p&gt;&lt;p&gt;&lt;a href='https://youtu.be/GjjN_83SZDE'&gt;A video recording of the initial event&lt;/a&gt; with 8 panelists is available on our YouTube channel. An audio podcast episode is also available &lt;a href='https://www.schoolconversations.org/episodes/ethnic-studies-fishbowl'&gt;here&lt;/a&gt; on our website and on your favorite podcasting platforms. Additional details, including brief panelist bios, questions and comments from the audience, and updates on the California law that would have made Ethnic Studies a high school graduation requirement, are available &lt;a href='https://www.schoolconversations.org/ethnic-studies-event'&gt;here&lt;/a&gt;. &lt;/p&gt;&lt;p&gt;A particularly noteworthy moment occurred near the end when Niclole Bernstein, a panelist opposed to Ethnic Studies, expressed a desire to continue the conversation with Albert Camarillo, one of four panelists in support of the course. This episode captures the fascinating conversation that took place between these two panelists just two weeks later. &lt;/p&gt;&lt;p&gt;&lt;a href='https://youtu.be/GjjN_83SZDE'&gt;A video of this conversation&lt;/a&gt; between Bernstein and Camarillio can also be viewed on our YouTube channel. &lt;/p&gt;&lt;p&gt;&lt;a target="_blank" href="https://www.buzzsprout.com/twilio/text_messages/2213539/open_sms"&gt;Let us know what you think with a text message. &lt;/a&gt;&lt;/p&gt;</description>

In a live, online discussion we co-hosted with Braver Angels on September 4th, 2025, eight panelists discussed whether Ethnic Studies should be required for high school graduation, whether such a course should even be offered at all, or whether the content is likely to do more harm than good.  Nearly 200 audience members from across the country listened in and posed questions as panelists shared their views and personal experiences, listened, and responded respectfully to audience questi...

Two Panelists on Opposite Sides of the Ethnic Studies Debate Want to Continue the Conversation (Ep 48)

Should high school students be required to take an Ethnic Studies course? Should such a course even be offered at all, or is the content likely to do more harm than good? These were the questions that a diverse group of panelists discussed in a live, online “fishbowl” discussion we co-hosted with <a href='https://www.braverangels.org'>Braver Angels</a> on September 4th, 2025.Nearly 200 audience members from across the country listened in and posed questions as panelists shared their views and personal experiences, listened respectfully, and responded to the audience&apos;s questions. The conversation was lively, illuminating, and challenging at times, but it exemplified the value of civil dialogue when addressing controversial topics like this one.A particularly noteworthy moment occurred near the end when Niclole Bernstein, a panelist opposed to Ethnic Studies, expressed a desire to continue the conversation with Albert Camarillo, one of four panelists in support of the course. They agreed to let us record that conversation, which you can listen to <a href='https://www.schoolconversations.org/episodes/bernstein-camarillo'>here</a>. You can also view it <a href='https://youtu.be/VqEDJ7xCHM0'>here</a> on our YouTube channel.In a post-event survey, 88% of the audience respondents said they would recommend this event to others. Over 300 people have since viewed <a href='https://youtu.be/GjjN_83SZDE'>the video recording on our YouTube channel</a> or the one managed by Braver Angels.   Additional details, including short panelist bios, questions and comments from the audience, and updates on the California law that would have made Ethnic Studies a high school graduation requirement, are available <a href='/ethnic-studies-event'>here</a>. <a target="_blank" href="https://www.buzzsprout.com/twilio/text_messages/2213539/open_sms">Let us know what you think with a text message. </a>

<description>&lt;p&gt;Should high school students be required to take an Ethnic Studies course? Should such a course even be offered at all, or is the content likely to do more harm than good? These were the questions that a diverse group of panelists discussed in a live, online “fishbowl” discussion we co-hosted with &lt;a href='https://www.braverangels.org'&gt;Braver Angels&lt;/a&gt; on September 4th, 2025.&lt;/p&gt;&lt;p&gt;Nearly 200 audience members from across the country listened in and posed questions as panelists shared their views and personal experiences, listened respectfully, and responded to the audience&amp;apos;s questions. The conversation was lively, illuminating, and challenging at times, but it exemplified the value of civil dialogue when addressing controversial topics like this one.&lt;/p&gt;&lt;p&gt;A particularly noteworthy moment occurred near the end when Niclole Bernstein, a panelist opposed to Ethnic Studies, expressed a desire to continue the conversation with Albert Camarillo, one of four panelists in support of the course. They agreed to let us record that conversation, which you can listen to &lt;a href='https://www.schoolconversations.org/episodes/bernstein-camarillo'&gt;here&lt;/a&gt;. You can also view it &lt;a href='https://youtu.be/VqEDJ7xCHM0'&gt;here&lt;/a&gt; on our YouTube channel.&lt;/p&gt;&lt;p&gt;In a post-event survey, 88% of the audience respondents said they would recommend this event to others. Over 300 people have since viewed &lt;a href='https://youtu.be/GjjN_83SZDE'&gt;the video recording on our YouTube channel&lt;/a&gt; or the one managed by Braver Angels.   &lt;/p&gt;&lt;p&gt;Additional details, including short panelist bios, questions and comments from the audience, and updates on the California law that would have made Ethnic Studies a high school graduation requirement, are available &lt;a href='/ethnic-studies-event'&gt;here&lt;/a&gt;. &lt;/p&gt;&lt;p&gt;&lt;a target="_blank" href="https://www.buzzsprout.com/twilio/text_messages/2213539/open_sms"&gt;Let us know what you think with a text message. &lt;/a&gt;&lt;/p&gt;</description>

Should high school students be required to take an Ethnic Studies course? Should such a course even be offered at all, or is the content likely to do more harm than good? These were the questions that a diverse group of panelists discussed in a live, online “fishbowl” discussion we co-hosted with Braver Angels on September 4th, 2025. Nearly 200 audience members from across the country listened in and posed questions as panelists shared their views and personal experiences, listened respectful...

The Future of California’s High School Ethnic Studies Course (Ep 47)

Bringing people together for respectful conversations about today’s most contentious issues affecting our schools. A way forward in divided times.

Courageous Conversations About Our Schools

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