Save the Children, United States Programs J uly 25, 2011 March 2012
US P resence
Model Literacy P rogram Rationale: • 50% of 4 th graders in rural America read below grade level. • A lack of literacy skills is one of the most commonly-cited reasons for dropping out of high school. • E ducation and literacy levels profoundly impact workers’ job prospects and earning potential. • 45% of poor rural adults have less than a high school education. • 2.6 million rural children live in poverty
Unique Needs of Rural Communities • Costs of poverty • Isolation magnifies problems • S taff capacity • Lack of infrastructure • Lack of high quality partners • Food deserts Augusta, AR
Who We Are • Our child development programs address early and school age education-related deficits • Our rural footprint reflects the diversity of rural America from the foothills of Appalachia to the Mississippi Delta and the desert of the Navajo nation to the farming communities of California’s Central Valley • In 2011, our programs benefited more than 65,000 children in some of the nation’s poorest and most remote communities
F rom here to there STARTING POINT Rural schools with not only inadequate achievement but also inadequate literacy instruction DESIRED OUTCOME Rural schools with not only strong achievement but also strong literacy instruction (sustainability)
Metrics • Outputs like attendance, books read, quizzes taken, and training given • Outcomes assessed using norm-referenced standardized testing • Closely reviewing how to translate training and educational outcomes into metrics stakeholders understand
Northeast Tennessee College and Career Ready Consortium
• Kingsport • Bristol NSCC • Hancock Co. • Sullivan Co. • Johnson Co. • Hawkins Co. • Elizabethton • Johnson City • Washington ETSU Tusculum WSCC • Carter Co. • Greeneville • Hamblen • Greene Co. Consortium Partners • Cocke Co. • Niswonger Foundation (lead) • 15 LEAs (30 High Schools) • 7 Higher Education Institutions • SAS Institute • College Board • CNA Education • SCORE
Goals Activities 1. Ensure all students, especially 1. Conduct a semi-annual supply students from under- and demand course review to represented populations, determine the course needs of graduate high school college or the region career ready 2. Expand the dual enrollment, 2. Improve the likelihood that Advanced Placement, Career students successfully complete Technical, and distance college learning, online learning, courses offered in the region 3. Provide additional career and college counseling resources to students
Current New Seats Seats (Not Additive) Course Type 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 Distance 435 140 420 700 1,120 1,120 Learning Online Learning 270 280 840 1,400 2,400 2,400 AP 1,261 0 420 840 1,260 1,680 Dual Enrollment 2,174 1,346 2,691 5,382 10,764 10,764 Total 3,138 1,766 4,371 8,322 15,384 15,804
Nine new Consortium college and career ready counselors will work with existing district college counselors to: 1. Use SAS projections to identify students who will excel in rigorous courses 2. Train district personnel, school personnel, and community volunteers to provide college counseling support to students 3. Coordinate a series of workshops on college application and financial aid processes 4. Organize a series of college visits for students 5. Provide individualized counseling to students
1. Every student will have access to an array of rigorous courses, not to be limited by school or district size 2. At least 10% of high school students will graduate with at least one year of post-secondary credit 3. An additional 20% of high school students will graduate with at least half a year of post-secondary credit 4. The post-secondary enrollment rate will increase from 70% to 80% 5. The first to second year persistence rate will increase by 15% relative to the 2009-10 baseline
Dreama Gentry, J.D. Executive Director Berea College Externally Sponsored Programs
is a small, private, liberal arts college; with an institutional commitment to Appalachia; pledged to creating service oriented leaders for Appalachia and beyond.
Since the 1870s, Berea faculty has done extension work in Appalachian Kentucky. In 1967, Berea College began an Upward Bound program which served students from five Appalachian counties. We have been implementing GEAR UP since 1999. In 2010 the College created the Office of Externally Sponsored Programs to oversee federal grant programs.
OU OUR R GOA OAL To improve high school graduation, college attendance and college success in rural Appalachia. OUR OU R WOR ORK Build partnerships with communities. Design programs which leverage assets and reduce barriers to educational success. Secure resources to fund these programs.
Serving 19 counties and 20,000 students. Operating twelve programs.
Women’s Education Upward Bound Equity Act Educational Talent Search OJJDP Mentoring Parent Upward Bound Math & Partnership Science GEAR UP ◦ 2005 OVW STEP ◦ Appalachia Promise Neighborhood ◦ Promise i3 Neighborhood
Whole school improvement is key and we work in partnership with schools. Our programs are integrated into SIG plans. Substantial resources are put into teacher professional development and the development of a rigorous curriculum. We work to create a college-going culture within the community as counterweight to generational poverty, parental fear of losing children who become educated, and rampant drug culture
We are working to reweave the social fabric of our communities which have been torn apart by drugs and decades of poverty. Engaging youth and parents in service to their community is key in all our work. We know that for children to do well, their families have to do well. We work to strengthen families and empower them to have a positive impact on their children's development.
We continually assess and modify our programs; We stop providing services that do not have a measurable impact; We walk away from partners that are not effective or that do not share our philosophy; We listen – to our schools, to our parents, to our students, to the USDOE, to research, and to data.
Peer reviewers often do not seem to understand rural America. There is a lack of evidence based programs tested in rural communities and rural schools. Guidelines on allowable activities/costs are sometimes not consistent with rural realities.
Graduation Matters Montana: Student Involvement
Uniquely Rural Issues O Harder to get to school. O Schooling requirements. O Lack of resources.
Graduation Matters Missoula O A collaboration of MCPS and Missoula County Community. O Goal of 100% graduation. O Compromised of four teams: Schools, Parents, Students, and Community.
Graduation Matters Montana O 1. Increase the rate of Montana students graduating from high school ready for college and the 21st century workforce. O 2. Establish a support network between schools, businesses, and community organizations for student success. O 3. Create school-based and community- based opportunities to inspire students to stay in school and graduate.
Student Advisory Board O 40 students from around Montana. O Convene once each semester.
Pledge to Graduate O No matter what it takes, how long it takes, or how hard it gets, I can do this and I will not give up.* One reason I think it is important for me to graduate is... O I make this pledge to myself, my family, my friends, my school and my community.
Student member on Montana Education Board.
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