Transcript Examining an Early Childhood-to

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
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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*
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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…
% of Minneapolis Kindergarteners Ready for School
Source: oneMinneapolis: Community Indicators Report, October 2011, The Minneapolis Foundation and the Wilder Foundation
and persist through high school…
% MN Students Meeting ACT College Readiness
Benchmark in Math
Source: ACT, Minnesota: The Condition of College and Career Readiness Class of 2010
and through college…
% of Minnesota Students Who Complete
an Undergraduate Degree in 6 Years
70
60
50
40
White
Black
Latino
30
20
10
0
Source: National Center for Public Policy and Higher Education, Measuring Up 2008
Asian
American Indian
and into the world of work.
Compiled by MNCompass, from: U.S. Census Bureau, American Community Survey.
But many were unaware…
that gaps persist even when achievement rises
Compiled by MNCompass, from: Minnesota Department of Education.
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?
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
Why Horizontal Coherence Matters
2010-2011 The Full Year Calendar
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2010-2011 Less Summer Vacation
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2010-2011 Less Weekends and Holidays
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2010-2011 Less Professional Development Days, Early Release
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2010-2011 Less Holiday Breaks and Spring Break
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24
25
26
27
27
28
29
30
28
29
30
31
2010-2011 Less State and District Testing
SEPTEMBER
S
M
T
5
6
7
12
13
19
26
OCTOBER
W
T
F
S
S
M
T
W
T
1
2
3
4
8
9
10
11
3
4
5
6
7
14
15
16
17
18
10
11
12
13
20
21
22
23
27
28
29
30
24
25
17
18
19
24
25
26
M
T
W
1
NOVEMBER
F
S
S
1
2
8
9
7
14
15
16
20
21
22
27
28
29
T
2
W
T
DECEMBER
M
T
F
S
S
M
T
1
2
3
4
5
6
8
9
10
11
12
14
15
16
17
18
23
21
22
23
24
25
30
28
29
30
F
S
S
M
T
W
T
F
S
3
4
5
1
2
3
4
5
W
T
13
5
6
7
19
20
12
13
26
27
19
26
S
F
S
1
2
3
4
8
9
10
11
14
15
16
17
18
20
21
22
23
24
25
27
28
29
30
31
M
T
T
F
S
1
2
31
JANUARY
S
M
T
W
T
FEBRUARY
F
S
S
1
MARCH
APRIL
W
2
3
4
5
6
7
8
6
7
8
9
10
11
12
6
7
8
9
10
11
12
3
4
5
6
7
8
9
9
10
11
12
13
14
15
13
14
15
16
17
18
19
13
14
15
16
17
18
19
10
11
12
13
14
15
16
16
17
18
19
20
21
22
20
21
22
23
24
25
26
20
21
22
23
24
25
26
17
18
19
20
21
22
23
23
24
25
26
27
28
29
27
28
27
28
29
30
31
24
25
26
27
28
29
30
30
31
S
M
T
F
S
S
M
T
S
M
T
W
T
S
M
T
F
S
1
2
3
4
5
6
7
8
9
10
11
12
13
14
5
6
7
15
16
17
18
19
20
21
12
13
22
23
24
25
26
27
28
19
20
29
30
31
26
27
MAY
T
W
JUNE
JULY
F
S
AUGUST
W
T
1
2
3
4
8
9
10
11
3
4
5
6
7
14
15
16
17
18
10
11
12
13
21
22
23
24
25
17
18
19
20
28
29
30
24
25
26
27
31
F
S
W
T
1
2
1
2
3
4
5
6
8
9
7
8
9
10
11
12
13
14
15
16
14
15
16
17
18
19
20
21
22
23
21
22
23
24
25
26
27
28
29
30
28
29
30
31
So coherence matters
both vertically and horizontally…
In Cincinnati, an idea is born…
Cincinatti’s Roadmap to Success
The partnership
puts the puzzle together
K-12
Early Childhood
Corporate
Community
Post-secondary
Students
Media
Nonprofit
Faith
Philanthropic
Civic
Parents/Family
The Annual Dashboard
Some National Expansion Sites
P
Portland State
University
Portland, Oregon
California State University – East Bay
Hayward, California
P
P
Indiana University Purdue University Indianapolis
Indianapolis, Indiana
California State University – Fresno
Fresno, California
Arizona State
University
M
Mesa, Arizona
E Strive University of Cincinnati
Cincinnati, Ohio
E
E
University of
New Mexico
C
Virginia
Commonwealth
University
Richmond, Virginia
M
Albuquerque,
New Mexico
University of Memphis
Memphis, Tennessee
University of Houston
Houston, Texas
C
Implementation
Site (EPIN)
Development
Site (EPDN)
Core Components of Early Childhood-Early Career Partnership
Key Partnership Staff
Responsibilities
STRATEGIC LEADERSHIP GROUP
• Establish mission, vision, values
F
E
E
D
B
A
C
K
• 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
•Facilitate development of
strategic goals
•Support quarterly/semi-annual
meetings of the Strategic
Leadership Group
STRATEGIC GOALS : Key gateways on the path from…
Early Childhood
Early Career
to
1
2
3
4
5
DATA SYSTEM
STRATEGIC GOAL
INDICATORS
Measure
attainment of
strategic goals
L
O
O
P
Strategic
Goal 1
PLAN
ACT
Network
Focus
CHECK
Brings together data across silos
IMPROVEMENT
BENCHMARKS
Identify expected rates of
improvement toward
strategic goals
PROCESS
INDICATORS
Measure
effectiveness of
Improvement
Network initiatives
IMPROVEMENT NETWORKS
Strategic
Goal 2
DO
Strategic
Goal 3
Strategic
Goal 4
Strategic
Goal 5
•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
•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
•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
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
The Improvement Network decides to try:
•
•
•
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: