Building Good Neighborhoods in Detroit: How Skillman Sharpened an Initiative to Improve Outcomes

Transcription

1 Building Good Neighborhoods in Detroit: How Skillman Sharpened an Initiative to Improve Outcomes The Skillman Foundation Institute for Research and Reform in Education Learning for Action

2 Outcomes Participants will understand how and why goals, strategies and use of data have evolved in a long-term, place-based initiative in support of children and youth Participants will have the opportunity to consider how presenters experience might apply to their own work

3 Ground Rules Begin and end on time Engage in the work Be respectful Take care of yourself Watch your airtime

4 Changing the Odds for the Children of Detroit KRISTEN MCDONALD, VP PROGRAM & POLICY THE SKILLMAN FOUNDATION

5 Our Vision I believe that families and communities provide the support that all children need to grow into healthy adults. We need to help build communities of families that provide such support. - Carol Goss Former President & CEO The Skillman Foundation

6 Where are Detroit s Children and Youth? Density within outer ring of City Diversity exists in Detroit Misalignment with nonprofit agencies & services Build lasting conditions for change

7 Good Neighborhoods 10-Year, $100 million commitment in six neighborhoods

8 MORE INTENSE FOCUS on our six neighborhoods About 45,000 students 31% of Detroit total

9 Phase I: Theory of Change Residents Teachers Nonprofits Stakeholders The Skillman Foundation s Investment Financial Resources Staff Time & Talents Trustees Reputation & Clout as Civic Leader Partners Foundations Other Investors Changing, not just Beating, the Odds for Children Good Schools Grantmaking Accessible Partnerships Innovation Leadership Good Neighborhoods Change Making Influence Champion Leverage Scale Good Opportunities Critical Mass Attracting others to demonstrate change can happen for children in Detroit System & Institutional Change Transforming systems that impact children Individual Change Impacting the lives of children in schools and in six neighborhoods Child Well-Being Indicators Improve Children living in the six targeted neighborhoods (30% of Detroit s youth population) are safe, healthy, well educated and prepared for adulthood Detroit Works for Kids

10 Young people are more likely to be safe, healthy, well educated and prepared for adulthood when: (1) they are embedded in a strong system of supports and opportunities (2) they attend high quality schools (3) their neighborhoods have the capacities and resources to support youth and families, and (4) broader systems and policies create conditions under which youth can thrive. Phase I What do we fund and where do we exert our influence on behalf of children? SYSTEM REFORM & NEIGHBORHOOD SCHOOLS MAYOR AND CITY COUNCIL Citywide master education plan Small high schools Network of education intermediaries Education report card High-performing neighborhood schools Information to choose best schools College enrollment & financing vehicles Early care & education SELF-DETERMINING PLANNING & ADVOCACY BODY LEADERSHIP CAPACITY STATE LEGISLATURE AND CONGRESS MEDIA DROP-IN CENTERS SYSTEMS & POLICY 4 YOUTH DEVELOPMENT PROGRAMS NEIGHBORHOOD 3 BASIC SERVICES SOSO 2 HUBS SHEP 1 KIDS CULTURE THAT VALUES ACADEMIC ACHIEVEMENT CITYWIDE ORGANIZATIONS INVESTMENT PIPELINE COLLEGE & CAREER EXPOSURE & ACCESS YOUTH EMPLOYMENT PREPARATION AND WORK EXPERIENCE OTHER FUNDERS COMMUNITY-BASED ANCHOR ORGANIZATIONS VOLUNTEER OPPORTUNITIES ENGAGED RESIDENTS, STAKEHOLDERS, YOUTH LOCAL, STATE AND FEDERAL GOVERNMENT AGENCIES PRIVATE SECTOR ABILITY TO INFLUENCE POLICIES & RESOURCES SCHOOL SYSTEMS POST-SECONDARY INSTITUTIONS

11 Pivot Triggers Our region faces ongoing volatility, demographic and political shifts, and fiscal crises. Pervasive volatility Demographic shifts Extended financial crisis Our interventions need to be even more strategic and thoughtful. The future of the city is being reimagined Skillman is positioned to lead boldly Time to assess progress and reassess approach Are we halfway to our 2016 goals? Do we have the right strategies and metrics in place to get there?

12 Pivot Triggers Our region faces ongoing volatility, demographic and political shifts, and fiscal crises. Pervasive volatility Demographic shifts Extended financial crisis Five considerations going forward: Build on the Foundation s current position and success Respond to current and emerging environment Maximize the Foundation s capital Reorient 2016 strategy Realign and deepen internal capacity

13 Fast Forward: Phase III All students graduate from high school prepared for college, career and citizen ready. By focusing on the first three stages, we can help students become successful adults. EARLY CHILDHOOD Acceptable pre-reading and math skills AND Behavior generally schoolappropriate MIDDLE CHILDHOOD Basic reading and math skills AND Socialemotional skills ADOLESCENCE Graduates from high school with sufficient academic and personal resources TRANSITION TO ADULTHOOD Lives independently AND Receives a college degree or has a family income 250% of the poverty level ADULTHOOD Reaches middle class (family income at least 300% of the poverty level) Source: Adapted Pathways to the Middle Class: Balancing Personal and Public Responsibilities from the Center on Children and Families at Brookings, Social Genome Project,

14 Evolving Investments in Improving Education Quality Pivots toward Greater Focus, Accountability and Efficacy JAMES P. CONNELL, PRESIDENT INSTITUTE FOR RESEARCH AND REFORM IN EDUCATION

15 Goal Phase I ( ) Better educated students in Skillman Neighborhoods and city-wide Strategies Change and create conditions for schools to improve Incentivize schools with financial awards and recognition Schools generate strategies for use of funds Technical assistance support for implementation of strategies school select Educate and mobilize parents to exercise choice Create public awareness of school quality (or lack thereof) to put pressure on systems to improve it Support alternative approaches to traditional public education strategies (e.g., charters and reform networks)

16 Metrics Phase I ( ) Normative ratings of test scores Qualitative judgments of readiness

17 School Name Phase I Sample Metrics on Education Quality Average % Proficient in Reading and Math School # School # School # School # School # School # School # School #8 0.33

18 Pivot Triggers Evaluation results indicate schools receiving awards remained mediocre or poor quality No high schools qualified for receiving awards Too little money to leverage whole scale change in practice Even educated choices parents had weren t good ones

19 Phase II ( ) Goals Increase access to quality schools in the neighborhoods Build the capacity of education intermediaries Strategies Focus on specific pillars of quality Literacy and Math Personalization Connection Form networks of schools that show promise for improving pillar areas Provide technical assistance support to network schools from dedicated intermediary City-wide, continue to: Support creation of new schools Educate and mobilize parents to exercise choice Create public awareness of school quality (or lack thereof) to put pressure on systems to improve it

20 Metrics Phase II ( ) Absolute measures of school quality focused on pillar areas Student performance in literacy and math Holding power of schools: attendance and graduation Quality of instruction and relationships Safety in and around school Relationships with teachers and caring adults 2016 goal: 51% of students in neighborhoods with access to schools meeting absolute standard of quality

21 Coherence Data Driven Focus System Conditions Mutual Accountability Instruction Quality of Instruction in Literacy and Math Personalization Effective Practices Education Quality Rating Student Learning Experience Safety and Relationships with Teachers Effective Practices and Educator Supports Student Outcomes and Learning Experiences Instructional Improvement Supports for Student s Educators IRRE Student Outcomes Academic Performance in Literacy and Math Greater Personalization Attendance and Graduation

22 Coherence Data Driven Focus System Conditions Mutual Accountability Instruction Quality of Instruction in Literacy and Math Personalization Effective Practices Education Quality Rating Student Learning Experience Safety and Relationships with Teachers Effective Practices and Educator Supports Student Outcomes and Learning Experiences Instructional Improvement Supports for Student s Educators IRRE Student Outcomes Academic Performance in Literacy and Math Greater Personalization Attendance and Graduation

23 Neighborhood A Comparison of Student Slots Available to Students in Neighborhood School slots available Students in neighborhood Grades 6-8 Neighborhood Students with School Slots Available at Four Quality Levels 6-8 Student Population 5- Strong 4- Promising+ 3- Promising 2- Developing Grades % of Neighborhood A 6-8 students have access to schools with SF Quality Rating of DEVELOPING+. 0% of Neighborhood A 6-8 students have access to schools with SF Quality Rating of PROMISING or better. IRRE 0 Grades 6-8 IRRE

24 Pivot Triggers Education and other program strands still siloed Results-based Leadership training emphasis on single unifying goal for performance management Results of quality assessments of high schools create stronger urgency for immediate action there

25 Goals Phase III (2014 present) Mega-goal: 90% percent of SF neighborhood students graduating by Spring 2017 Strategies Carpe diem: Join with state and municipal leaders to create conditions for success at scale Focus on instructional improvement in Literacy and Math and proximal pathways to graduation Create network of the needing and the willing Instructional leaders and community influentials Data infrastructure and dissemination for continuous improvement» Student learning and experience» Quality of educator supports Support data-driven strategies strengthening proximal pathways to graduation for single cohort of students

26 Phase III (2014 present) Continue to: Metrics Support creation of new, high quality schools in and around Skillman Neighborhoods Educate and mobilize parents to exercise choice Strengthen intermediaries to support progress toward mega-goal Graduation rates in in all neighborhood schools with 9 th through 12 th grade student Progress toward graduation of entry cohort of students On- and off-track status Academic achievement Continue Reporting and using education quality ratings in all neighborhood schools

27 Graduation Rates in Neighborhood A 100% 90% Goal 80% 70% 60% 50% 40% 30% Liberty HS Justice HS Hope HS Neighborhood A 20% 10% 0% IRRE

28 Finding Out What It Will Take Liberty High School Numbers of Non-Graduates and Graduates in 2013 Liberty High School Non-Graduates IRRE Graduates

29 Finding Out What It Will Take How Many More Graduates to Achieve 90%? Liberty High School Non-Graduates IRRE Graduates

30 Pathways to Graduation Liberty High School Strong Promising Low Extremely Low Persisting Out of School Total Needed to Achieve 90% Goal Total with Strong or Promising Likelihood of Graduating Likelihood of Graduation Spring 2017 Percent with On- track Attendance Percent with On-track Credit Accumulation Percent with Threshold Level Achievement

31 Learning Thus Far Recognize and name full set of influences on educational outcomes in neighborhood schools Accept limitations of Foundation dollars Transform limitations into greater focus on a few things that matter at school and system levels Engage key constituents around data on a unifying goal and pathways to that goal Target resources to create will, and to those already willing, to move the needle on those metrics

32 Investments in Improving Access and Quality of Youth Development Opportunities Pivots toward Greater Focus, Accountability and Efficacy NANCY LATHAM, CHIEF LEARNING OFFICER LEARNING FOR ACTION

33 Goals Phase I ( ) Youth in Skillman neighborhoods can access a system of supports and opportunities, including: Strategies Safe spaces for drop-in Youth development Youth employment Fund youth development providers in Skillman neighborhoods Part of what makes the neighborhoods good in the Good Neighborhoods/Good Schools strategy Metrics Number of youth with access to programs

34 Pivot Triggers Strategic planning process part of a larger shift Youth development launched as a program strand Collecting data (through site visits) that showed that although the number of youth served was increasing, the quality of the programs was low

35 Phase II ( ) Goals Youth in Skillman neighborhoods can access a system of highquality supports Strategies Establish a shared youth development framework (ACT: Achieve, Connect, Thrive) Use a competitive RFP process to identify providers that can align with ACT and quality standards Support coordinated network building (Youth Development Alliance) Provide capacity building assistance and TA to Skillman YD grantees (Youth Development Resource Center (YDRC)) Metrics Number of youth with access to programs (there is a lag in changing the metric) Efforts to shift: using quality assessments and collecting student outcome data based on ACT

36 Pivot Triggers Results-based Leadership training emphasis on single unifying goal for performance management

37 Goals Phase III (2015) Mega-goal: Increase to 90% percent of students graduating by Spring 2017 in all six Skillman Neighborhoods Strategies Continue with 2014 strategies, but with a greater focus on funding providers that: Can reach and work well with the youth who need the most support to stay in high school Have greater capacity for data collection, including data collection on quality indicators YDRC pilots quality and student outcome data collection with a group of providers Metrics Making the transition to collecting quality and outcome data

38 Think and Write Discussion What part of the presentation thus far has most direct application to my/our work in improving youth outcomes? What issue/question would I like presenters to discuss more fully?

39 Discussion Whip Around Introduce yourself: name, affiliation Summarize most direct application to your work What issue did you write down for the presenter(s) to discuss Consensus What issue to raise with presenter(s)?

40 Discussion What issue/question should our table raise with presenter(s)?

41 The Big Bets Going Forward Six strategic investments will accelerate high school graduation and life success. Double down and: 1. Build an integrated, transformational system of high performing schools 2. Go deeper on tiered neighborhood strategy 3. Scale and sustain youth development system to prepare, support and serve more kids Introduce new strategies to: 1. Increase safety in the four core neighborhoods 2. Unleash social innovation and market-based solutions to benefit children and strengthen neighborhoods 3. Address divisions that undercut progress Increasing numbers of youth who graduate ready for life, work & college

42 Safety Theory of Change Outcomes (Long-Term and 2016 Intermediate Goals) 90% of young people feel safe on their way to and from and inside school Children and youth in Skillman Neighborhoods graduate from high school college, work and life ready Incidents of youth victimization and participation in violent and property crimes in targeted areas are reduced by 40% Property and violent crimes are reduced by 40% in the target neighborhoods The number of dangerous buildings in target areas is reduced by XX% Primary Investment Strategies Safe Pathways (in Focus Areas) Community Embedded Policing (in Focus Areas) Transformed Community Culture and Attitudes around Safety Youth Violence Interventions Coordinate and fund targeted community development projects that reactivate space and drive increased safety Aligned investments with Community Leadership, Education and Youth Development Portfolios AND Social Innovation Activities

43 Contact Information Kristen McDonald Vice President Program & Policy, The Skillman Foundation James Connell President, Institute for Research and Reform in Education Nancy Latham Chief Learning Officer, Learning for Action