Collective Impact and Closing the Gap Examining the Idea of an Early Childhood-to-Early Career Educational Partnership in the Twin Cities

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

White

Black

Latino

Asian

American 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


Average Latino Scale Scores by State


Average African-American Scale Scores by State


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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2010-2011 The Full Year Calendar

AUGUST

FEBRUARY

DECEMBERSEPTEMBER OCTOBER NOVEMBER

MAY

APRILMARCH

JUNE JULY

JANUARY

Why Horizontal Coherence Matters


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MAY JUNE JULY AUGUST

2010-2011 Less Summer Vacation

SEPTEMBER OCTOBER NOVEMBER DECEMBER

JANUARY FEBRUARY MARCH APRIL


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2010-2011 Less Weekends and Holidays




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2010-2011 Less Professional Development Days, Early Release Days, and Parent Conferences




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2010-2011 Less Holiday Breaks and Spring Break




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2010-2011 Less State and District Testing



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

Paren

ts re

ad in

frequ

ently

to yo

unge

st ch

ildre

n

The Improvement Network decides to try:

Poverty of family

Didn’t a

ttend

qua

lity p

resc

hool

Hasn’

t rea

d th

e rig

ht 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:

Documents

Collective Impact and Closing the Gap Examining the Idea of an Early Childhood-to-Early Career Educational Partnership in the Twin Cities