collective impact and closing the gap examining the idea of an early childhood-to-early career...
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Collective Impact and Closing the Gap Examining the Idea of an Early Childhood-to-Early Career Educational Partnership in the Twin Cities. The University of Minnesota College Readiness Consortium. Could and should this happen in the Twin Cities? . - PowerPoint PPT PresentationTRANSCRIPT
Collective Impact and Closing the Gap
Examining the Idea of an Early Childhood-to-Early Career Educational Partnership in the Twin Cities
The University of Minnesota College Readiness Consortium
Could and should this happen in the Twin Cities?
John Kania and Mark Kramer, Stanford Social Innovation Review (2011):
“Why has Strive made progress when so many other efforts have failed? It is because a core group of community leaders decided to abandon their individual agendas in favor of a collective approach to improving student achievement….These leaders realized that fixing one point on the educational continuum—such as better after-school programs—wouldn’t make much difference unless all parts of the continuum improved at the same time.”
Working Group Members
• AchieveMinneapolis• African American Leadership Forum*• Bush Foundation*• City of Minneapolis*• City of Saint Paul*• Concordia Creative Learning Academy • General Mills*• The General Mills Foundation • Growth and Justice • The Itasca Project*• McKnight Foundation • MIGIZI Communications, Inc. • Minneapolis Foundation*• Minneapolis Public Schools*
• Minnesota Business Partnership• Minnesota Department of Education • Minnesota Minority Education Partnership*• Minnesota Philanthropy Partners*• Minnesota Private College Council • Minnesota State Colleges and Universities*• Ready 4 K • Saint Louis Park Schools• Saint Paul Public Schools*• Saint Paul Federation of Teachers • Target Corporation*• Greater Twin Cities United Way*• University of Minnesota*• Wilder Research and Minnesota Compass
*CEO or senior executive also participates in critical decision makers group
Working group members knew that gaps start early…
Source: oneMinneapolis: Community Indicators Report, October 2011, The Minneapolis Foundation and the Wilder Foundation
% of Minneapolis Kindergarteners Ready for School
and persist through high school…
Source: ACT, Minnesota: The Condition of College and Career Readiness Class of 2010
% MN Students Meeting ACT College Readiness Benchmark in Math
and through college…
0
10
20
30
40
50
60
70
WhiteBlackLatinoAsianAmerican Indian
Source: National Center for Public Policy and Higher Education, Measuring Up 2008
% of Minnesota Students Who Complete an Undergraduate Degree in 6 Years
and into the world of work.
Compiled by MNCompass, from: U.S. Census Bureau, American Community Survey.
But many were unaware…
Compiled by MNCompass, from: Minnesota Department of Education.
that gaps persist even when achievement rises
And that Minnesota’s gaps don’t exist just because our white and affluent students do so well
Source: Education Trust; NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Average White Scale Scores by State
Source: Education Trust; NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Average Latino Scale Scores by State
Source: Education Trust; NAEP Data Explorer, NCES (Proficient Scale Score = 238)
Average African-American Scale Scores by State
Source: Education Trust; NAEP Data Explorer, NCES (Proficient Scale Score = 238)
We have examples of schools that have closed gaps in mathematics…
% Proficient in Mathematics: Concordia Creative Learning Academy, Saint Paul, vs. the State
and in reading…
% Proficient in Reading: Concordia Creative Learning Academy, Saint Paul, vs. the State
But here’s the frustration of education reform:
“Nearly every problem (in education) has been solved by someone, somewhere. The frustration is that we can’t seem to replicate [those solutions] anywhere else.”
-- Bill Clinton (2004)
Why this is the time for urgent action:
Source: Compiled by MNCompass, from: U.S. Census Bureau, Intercensal estimates.
So what are we already doing?More than 500
identifiable public and private
initiatives focused on closing gaps
Initiatives focused on many different
priorities
Even initiatives focused on the same priorities often measure
success differently
Few ways to identify and learn from
success and failure across organizational
and other boundaries
No common table for strategic discussions
and decisions
Where are improvement efforts are aimed today:
Why does that matter?
Why Vertical Coherence Matters
Source: James Heckman and Flavio Cunha, Investing in Our Young People, 2006
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So coherence matters both vertically and horizontally…
In Cincinnati, an idea is born…
Cincinatti’s Roadmap to Success
CommunityCorporate
Post-secondary
Media Civic
Faith Nonprofit
K-12
Parents/Family
Early Childhood
Philanthropic
Students
The partnership puts the puzzle together
The Annual Dashboard
Some National Expansion Sites
Arizona State University
Mesa, Arizona
California State University – East Bay Hayward, California
University of Houston
Houston, Texas
Indiana University - Purdue University Indianapolis
Indianapolis, Indiana Virginia Commonwealth University Richmond, Virginia
M C
E
E
P
P
C
University of New Mexico
Albuquerque, New Mexico
M
E
Portland State University Portland, Oregon
California State University – FresnoFresno, California
P
Strive - University of Cincinnati Cincinnati, Ohio
University of Memphis Memphis, Tennessee Implementation
Site (EPIN)
Development Site (EPDN)
• Establish mission, vision, values• Engage key experts & community members from across sectors• Determine Strategic Goals, Process Indicators & Benchmarks• Develop resource strategy for administrative operations• Support and validate success of Improvement Networks• Report progress to community
1 2 3 4 5
STRATEGIC GOALS : Key gateways on the path from…
STRATEGIC LEADERSHIP GROUP
DATA SYSTEM Brings together data across silos
IMPROVEMENT NETWORKSStrategic Goal 1
Strategic Goal 2
Strategic Goal 4
Strategic Goal 5
STRATEGIC GOAL INDICATORS
Measure attainment of strategic goals
IMPROVEMENT BENCHMARKS
Identify expected rates of improvement toward
strategic goals
PROCESS INDICATORS
Measure effectiveness of Improvement
Network initiatives
•Identify factors underlying student success•Develop & implement action plans to address factors• Track progress via process indicators• Update & improve action plans based on student results
Key Partnership Staff Responsibilities
•Facilitate development of strategic goals•Support quarterly/semi-annual meetings of the Strategic Leadership Group
•Publish annual community report card on progress towards Strategic Goals
•Collect and provide data on Strategic Goals to Leadership Group•Collect data on Impact of • Interventions•Maintain shared data system
Core Components of Early Childhood-Early Career Partnership
•Facilitate group development of Process Indicators to inform network decisions & actions•Facilitate and build capacity of networks to use continuous improvement method (e.g. Six Sigma) •Manage communications with Strategic Leadership and between Networks•Aggregate data back to Strategic Leadership
NetworkFocus
PLAN
DO
CHECK
ACT
FEEDBACK
LOOP
Early Childhood Early Careerto
Strategic Goal 3
Measures of success can and should extend beyond:
From the Data to the Networks
Data and evidence show:Students lack key background knowledge for reading
Parents
read
infre
quen
tly
to yo
unge
st ch
ildren
The Improvement Network decides to try:
Poverty of family
Didn’t a
ttend
quali
ty pre
scho
ol
Hasn’t
read
the r
ight b
ooks
Lack of vocabulary
Parents don’t know much
about subject
• Incorporate leveled books in guided reading lessons• Launch a campaign to encourage parents to read to
young children 20 minutes per night • Build vocabulary through lessons and field trips
The working group’s Conditions for Success of an early childhood-to-early career partnership in the Twin
Cities:
1. Strong Strategic Leadership
2. Commit to Data-Driven Improvement
3. Sufficient Scope
4. Appropriate Anchor Organization
5. Skilled Staff
6. Adequate Funding
What it might feel like to be truly collaborative and driven by data:
“Every Thursday, we’re all linked up on the Internet, and in 2½ hours, we go through about 320 charts. All the charts have the areas that need special attention. We review the entire operation. You can’t fool anybody. Do you have a compelling vision? Do you have a comprehensive strategy to deliver that vision? And are we going to work together to relentlessly implement that? We have a laser focus now….Everybody knows everything.”
- Ford CEO Alan Mulally (2011)
Whatever approach we take, here’s who it’s for: