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National Research Center on Rural Education Support
November 2009
Presented by:
Doris Terry Williams, Ed.D.Kim Dadisman, Ph.D.
Session Overview
Connecting School and Community, Doris Terry Williams Building A Logic Model for the Change We Want
A Northeastern North Carolina Emerging Whole-Child Model for the Success of All Children
Evaluation and Lessons Learned, Kim Dadisman
Questions and Answers
2
Our Mission
…to help rural schools and communities get better together.
3
Connecting School and Community: The Context for Change
Five-County Project Area
Warren Halifax PasquotankNorthampton Perquimans
4
Building a Logic Model for The Change We Want
5
Key Questions About Change
What change do we want? For whom are we seeking change? Why or to what end do we seek change? What is the context for the change we want? At what cost are we willing to pursue
change? At whose cost can we afford not to change? What is my/our role in bringing about this
change?
6
What Is the Change We Want?
Vulnerable Children Prepared to Succeed
7
ContextContext OutputOutput Input-IF-
Input-IF-
Intermediate Outcomes
-Then-
Intermediate Outcomes
-Then-• History of collaboration
among schools & grassroots organizations
• Nature of relation-ships among diverse groups
• Status of child and family welfare
• History & nature of power relationships in the community
• Perceptions of children from diverse backgrounds
• School &community perceptions of who can and cannot succeed
• Resource availability and patterns of application
• Extent of political will among elected officials and power brokers to see all children succeed
• School & community perception of the need for change
• Community perception of itself and its capacity to lead or participate in change
• History of collaboration among schools & grassroots organizations
• Nature of relation-ships among diverse groups
• Status of child and family welfare
• History & nature of power relationships in the community
• Perceptions of children from diverse backgrounds
• School &community perceptions of who can and cannot succeed
• Resource availability and patterns of application
• Extent of political will among elected officials and power brokers to see all children succeed
• School & community perception of the need for change
• Community perception of itself and its capacity to lead or participate in change
RT builds strong partnerships with economic and social justice oriented CBOs
RT builds strong partnerships with economic and social justice oriented CBOs
Children and young adults participate in model academic and economic development programs
Children and young adults participate in model academic and economic development programs
Dialogue Action Teams develop and implement a success oriented community action plan
Dialogue Action Teams develop and implement a success oriented community action plan
CBOs engage large numbers of community members in intensive dialogue and visioning
CBOs engage large numbers of community members in intensive dialogue and visioning
CBOs embrace the model’s underlyfciplin its development
CBOs embrace the model’s underlyfciplin its development
Economic and social justice oriented CBOs reciprocate in partnership with RT
Economic and social justice oriented CBOs reciprocate in partnership with RT
RT develops and disseminates a model for connecting school and community for success for all children
RT develops and disseminates a model for connecting school and community for success for all children
RT provides high quality training and site-based technical assistance in model components
RT provides high quality training and site-based technical assistance in model components
RT provides timely research and information to partnering CBOs
RT provides timely research and information to partnering CBOs
RT identifies resources and provides networking opportunities for partners
RT identifies resources and provides networking opportunities for partners
Rural Trust documents, assesses, and refines the CSC initiative
Rural Trust documents, assesses, and refines the CSC initiative
RT provides skillful facilitation of the CSC process among partners
RT provides skillful facilitation of the CSC process among partners
Vulnerable families achieve greater economic success
Vulnerable families achieve greater economic success
Success for vulnerable children, young adults and families becomes central to organizational missions
Success for vulnerable children, young adults and families becomes central to organizational missions
The efficacy and capacity of CBOs to provide leadership for success are enhanced
The efficacy and capacity of CBOs to provide leadership for success are enhanced
Social capital increases and is focused on success for vulnerable children, young adults, and families
Social capital increases and is focused on success for vulnerable children, young adults, and families
Substantial community resources intentionally focus on success for children, young adults, and families
Substantial community resources intentionally focus on success for children, young adults, and families
Rural citizens advocate effectively for success-oriented school and community policies and practices
Rural citizens advocate effectively for success-oriented school and community policies and practices
Rural citizens and CBOs assess, and refine their work with lessons learned
Rural citizens and CBOs assess, and refine their work with lessons learned
All students experience more rigorous and relevant academic success
All students experience more rigorous and relevant academic success
Vu
lnerab
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ildren
Are P
repared
to
Su
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uln
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hild
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S
ucceed
En
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Figure 5. Connecting School and Community: A Strategy for Rural School and Community Improvement
What is the context for the change we want?
Economics Health/Mental Health Status Education Juvenile Justice History of Collaboration and
Relationships among Diverse Groups Family Wellbeing
9
Economic Data
Source: US Census Bureau – Small Area Income & Poverty Estimate
10
Economic Data11
Source: Action for Children-NC
Economic Data12
Source: NC Data Center, Office of State Planning
Child Health Data
Source: State Data Center, Office of Planning
13
Child Health Data
Source: Action for Children-NC
14
Education Data
Source: NC Department of Public Instruction
15
Education Data
Source: NC Department of Public Instruction
16
From Quick Fix or Transformation
17
Fix an immediate problem or condition Teach stakeholders how to fix it Help stakeholders to understand it Transform the thought and behavior
of stakeholders with respect to it
Adapted from Nebraska Rural Learning Center’s practical interpretation of transformational change theory
Change to What End?
Level 1 Change: Fixing It ImmediatelyLooks Like… Solutions
Provided By…Relationships Kind of Change
Fix a problem or situation quickly
Short-term projects, e.g., cleaning a stream; improving water and sewer infrastructures
Local or outside resource providers
You come and fix or do this for our community
Very little learning or change in thought or behavior
18
Change to What End?
Level 2 Change: Teaching Others to Fix It
Goal Looks Like… Solutions Provided By…
Relationships Kind of Change
Teach others to fix a problem or condition
Training in “best practices”
Pre-defined step-by-step processes
Dependency – We need you to teach us what to do and how
Learning is narrowly focused; change is non-systemic; process might not work for that community
19
Change to What End?
Level 3 Change: Understanding ItGoal Looks Like… Solutions
Provided By…Relationships Kind of Change
Help others to understand it
Research; data analysis
Dependency on “expert” skills and knowledge to enable stakeholder action
Understanding of the problem and/or results of past and current behavior
20
Change to What End?
Level 4 Change: Transforming Behavior
Goal Looks Like… Solutions Provided By…
Relationships Kind of Change
Transform thought and behavior
Co-discovery knowledge and solutions; facilitators acknowledging they do not have the solution; “messy”
Stakeholders Co-dependency Transformation of thought and behavior; sustainable; systemic
21
Connecting School and Community: A Northeastern North Carolina Emerging Whole Child Model for Student Success22
CSC Goals
Strengthen the capacity and intentionality of grassroots leaders and groups to lead and participate in local school reform for the success of all children
Build strong out-of- school supports for vulnerable school-aged children and young adults
Establish a network of activists to advocate for policies and practices that improve the climate for rural children and schools
23
ContextContext OutputOutput Input-IF-
Input-IF-
Intermediate Outcomes
-Then-
Intermediate Outcomes
-Then-• History of collaboration
among schools & grassroots organizations
• Nature of relation-ships among diverse socio-economic groups
• History & nature of power relationships in the community
• Perceptions of children from diverse backgrounds
• School &community perceptions of who can and cannot succeed
• Resource availability and patterns of application
• Extent of political will among elected officials and power brokers to see all children succeed
• School & community perception of the need for change
• Community perception of itself and its capacity to lead or participate in change
• History of collaboration among schools & grassroots organizations
• Nature of relation-ships among diverse socio-economic groups
• History & nature of power relationships in the community
• Perceptions of children from diverse backgrounds
• School &community perceptions of who can and cannot succeed
• Resource availability and patterns of application
• Extent of political will among elected officials and power brokers to see all children succeed
• School & community perception of the need for change
• Community perception of itself and its capacity to lead or participate in change
RT builds strong partnerships with economic and social justice oriented CBOs
RT builds strong partnerships with economic and social justice oriented CBOs
Children and young adults participate in model academic and economic development programs
Children and young adults participate in model academic and economic development programs
Dialogue Action Teams develop and implement a success oriented community action plan
Dialogue Action Teams develop and implement a success oriented community action plan
CBOs engage large numbers of community members in intensive dialogue and visioning
CBOs engage large numbers of community members in intensive dialogue and visioning
CBOs embrace the model’s underlying principles and assist in its development
CBOs embrace the model’s underlying principles and assist in its development
Economic and social justice oriented CBOs reciprocate in partnership with RT
Economic and social justice oriented CBOs reciprocate in partnership with RT
RT develops and disseminates a model for connecting school and community for success for all children
RT develops and disseminates a model for connecting school and community for success for all children
RT provides high quality training and site-based technical assistance in model components
RT provides high quality training and site-based technical assistance in model components
RT provides timely research and information to partnering CBOs
RT provides timely research and information to partnering CBOs
RT identifies resources and provides networking opportunities for partners
RT identifies resources and provides networking opportunities for partners
Rural Trust documents, assesses, and refines the CSC initiative
Rural Trust documents, assesses, and refines the CSC initiative
RT provides skillful facilitation of the CSC process among partners
RT provides skillful facilitation of the CSC process among partners
Vulnerable families achieve greater economic success
Vulnerable families achieve greater economic success
Success for vulnerable children, young adults and families becomes central to organizational missions
Success for vulnerable children, young adults and families becomes central to organizational missions
The efficacy and capacity of CBOs to provide leadership for success are enhanced
The efficacy and capacity of CBOs to provide leadership for success are enhanced
Social capital increases and is focused on success for vulnerable children, young adults, and families
Social capital increases and is focused on success for vulnerable children, young adults, and families
Substantial community resources intentionally focus on success for children, young adults, and families
Substantial community resources intentionally focus on success for children, young adults, and families
Rural citizens advocate effectively for success-oriented school and community policies and practices
Rural citizens advocate effectively for success-oriented school and community policies and practices
Rural citizens and CBOs assess, and refine their work with lessons learned
Rural citizens and CBOs assess, and refine their work with lessons learned
All students experience more rigorous and relevant academic success
All students experience more rigorous and relevant academic success
Vu
lnerab
le Ch
ildren
Are P
repared
to
Su
cceedV
uln
erable C
hild
ren A
re Prep
ared to
S
ucceed
En
d O
utc
om
eE
nd
Ou
tco
me
Figure 5. Connecting School and Community: A Strategy for Rural School and Community Improvement
The Big Picture
Training and Technical Assistance
Networking
Resource Development
Facilitation
Research and Information
Model Development
Community Dialogue
Community Action Plan for Child/Youth Success
Alternative Out-of-School Time Programs for Children and Young
Adults
Economic Alternatives for Vulnerable Families
Partnerships with Schools and Other Organizations and Agencies
Local and State Advocacy
Community-Based Support for the Success of Vulnerable Children,
Young Adults, and Families
Social Capital
Engaging and Rigorous Academic Programs
Success Oriented Policies and Practices
Adult Education
A COMMUNITY THAT PREPARES EVERY CHILD TO SUCCEED
The Rural School and Community Trust
Lead Community Organizations
Caregivers, Schools, Policy Makers Other Groups & Individuals
25
ContextContext OutputOutput Input-IF-
Input-IF-
Intermediate Outcomes
-Then-
Intermediate Outcomes
-Then-• History of collaboration
among schools & grassroots organizations
• Nature of relation-ships among diverse socio-economic groups
• History & nature of power relationships in the community
• Perceptions of children from diverse backgrounds
• School &community perceptions of who can and cannot succeed
• Resource availability and patterns of application
• Extent of political will among elected officials and power brokers to see all children succeed
• School & community perception of the need for change
• Community perception of itself and its capacity to lead or participate in change
• History of collaboration among schools & grassroots organizations
• Nature of relation-ships among diverse socio-economic groups
• History & nature of power relationships in the community
• Perceptions of children from diverse backgrounds
• School &community perceptions of who can and cannot succeed
• Resource availability and patterns of application
• Extent of political will among elected officials and power brokers to see all children succeed
• School & community perception of the need for change
• Community perception of itself and its capacity to lead or participate in change
RT builds strong partnerships with economic and social justice oriented CBOs
RT builds strong partnerships with economic and social justice oriented CBOs
Children and young adults participate in model academic and economic development programs
Children and young adults participate in model academic and economic development programs
Dialogue Action Teams develop and implement a success oriented community action plan
Dialogue Action Teams develop and implement a success oriented community action plan
CBOs engage large numbers of community members in intensive dialogue and visioning
CBOs engage large numbers of community members in intensive dialogue and visioning
CBOs embrace the model’s underlying principles and assist in its development
CBOs embrace the model’s underlying principles and assist in its development
Economic and social justice oriented CBOs reciprocate in partnership with RT
Economic and social justice oriented CBOs reciprocate in partnership with RT
RT develops and disseminates a model for connecting school and community for success for all children
RT develops and disseminates a model for connecting school and community for success for all children
RT provides high quality training and site-based technical assistance in model components
RT provides high quality training and site-based technical assistance in model components
RT provides timely research and information to partnering CBOs
RT provides timely research and information to partnering CBOs
RT identifies resources and provides networking opportunities for partners
RT identifies resources and provides networking opportunities for partners
Rural Trust documents, assesses, and refines the CSC initiative
Rural Trust documents, assesses, and refines the CSC initiative
RT provides skillful facilitation of the CSC process among partners
RT provides skillful facilitation of the CSC process among partners
Vulnerable families achieve greater economic success
Vulnerable families achieve greater economic success
Success for vulnerable children, young adults and families becomes central to organizational missions
Success for vulnerable children, young adults and families becomes central to organizational missions
The efficacy and capacity of CBOs to provide leadership for success are enhanced
The efficacy and capacity of CBOs to provide leadership for success are enhanced
Social capital increases and is focused on success for vulnerable children, young adults, and families
Social capital increases and is focused on success for vulnerable children, young adults, and families
Substantial community resources intentionally focus on success for children, young adults, and families
Substantial community resources intentionally focus on success for children, young adults, and families
Rural citizens advocate effectively for success-oriented school and community policies and practices
Rural citizens advocate effectively for success-oriented school and community policies and practices
Rural citizens and CBOs assess, and refine their work with lessons learned
Rural citizens and CBOs assess, and refine their work with lessons learned
All students experience more rigorous and relevant academic success
All students experience more rigorous and relevant academic success
Vu
lnerab
le Ch
ildren
Are P
repared
to
Su
cceedV
uln
erable C
hild
ren A
re Prep
ared to
S
ucceed
En
d O
utc
om
eE
nd
Ou
tco
me
Figure 5. Connecting School and Community: A Strategy for Rural School and Community Improvement
Our Lead Partners
River City Community Development Corporation
Warren County Training School/North Warren High School Alumni and Friends Association
Uhuru Community Development Corporation
27
Community Dialogue and Visioning Process
ACTION FORUM
Community
Action Teams
Community Action
Form Project Team
Set Goals
Develop Materials
Build Relationships
Train Facilitators
Inform Public
Pilot Circles
Kick Off Initiative
Organizing Dialogues Action
Adapted from the National Study Circle Resource Center
28
Study Circles
Conversation in Halifax, Northampton, Warren, Perquimans and Pasquotank Counties 300+ participants in 25 circles In-school and out-of-school youth Local and State Educators Elected Officials and Agency
Representatives Community Leaders
29
Guiding Question
What does a community look like that prepares all of its children for success?
30
Key Underlying Questions
What strategies might be used to ensure success for all children?
What relationships are necessary to ensure success for all children?
What policies and practices are neededto ensure that all children and
communities thrive?
31
ContextContext OutputOutput Input-IF-
Input-IF-
Intermediate Outcomes
-Then-
Intermediate Outcomes
-Then-• History of collaboration
among schools & grassroots organizations
• Nature of relation-ships among diverse socio-economic groups
• History & nature of power relationships in the community
• Perceptions of children from diverse backgrounds
• School &community perceptions of who can and cannot succeed
• Resource availability and patterns of application
• Extent of political will among elected officials and power brokers to see all children succeed
• School & community perception of the need for change
• Community perception of itself and its capacity to lead or participate in change
• History of collaboration among schools & grassroots organizations
• Nature of relation-ships among diverse socio-economic groups
• History & nature of power relationships in the community
• Perceptions of children from diverse backgrounds
• School &community perceptions of who can and cannot succeed
• Resource availability and patterns of application
• Extent of political will among elected officials and power brokers to see all children succeed
• School & community perception of the need for change
• Community perception of itself and its capacity to lead or participate in change
RT builds strong partnerships with economic and social justice oriented CBOs
RT builds strong partnerships with economic and social justice oriented CBOs
Children and young adults participate in model academic and economic development programs
Children and young adults participate in model academic and economic development programs
Dialogue Action Teams develop and implement a success oriented community action plan
Dialogue Action Teams develop and implement a success oriented community action plan
CBOs engage large numbers of community members in intensive dialogue and visioning
CBOs engage large numbers of community members in intensive dialogue and visioning
CBOs embrace the model’s underlying principles and assist in its development
CBOs embrace the model’s underlying principles and assist in its development
Economic and social justice oriented CBOs reciprocate in partnership with RT
Economic and social justice oriented CBOs reciprocate in partnership with RT
RT develops and disseminates a model for connecting school and community for success for all children
RT develops and disseminates a model for connecting school and community for success for all children
RT provides high quality training and site-based technical assistance in model components
RT provides high quality training and site-based technical assistance in model components
RT provides timely research and information to partnering CBOs
RT provides timely research and information to partnering CBOs
RT identifies resources and provides networking opportunities for partners
RT identifies resources and provides networking opportunities for partners
Rural Trust documents, assesses, and refines the CSC initiative
Rural Trust documents, assesses, and refines the CSC initiative
RT provides skillful facilitation of the CSC process among partners
RT provides skillful facilitation of the CSC process among partners
Vulnerable families achieve greater economic success
Vulnerable families achieve greater economic success
Success for vulnerable children, young adults and families becomes central to organizational missions
Success for vulnerable children, young adults and families becomes central to organizational missions
The efficacy and capacity of CBOs to provide leadership for success are enhanced
The efficacy and capacity of CBOs to provide leadership for success are enhanced
Social capital increases and is focused on success for vulnerable children, young adults, and families
Social capital increases and is focused on success for vulnerable children, young adults, and families
Substantial community resources intentionally focus on success for children, young adults, and families
Substantial community resources intentionally focus on success for children, young adults, and families
Rural citizens advocate effectively for success-oriented school and community policies and practices
Rural citizens advocate effectively for success-oriented school and community policies and practices
Rural citizens and CBOs assess, and refine their work with lessons learned
Rural citizens and CBOs assess, and refine their work with lessons learned
All students experience more rigorous and relevant academic success
All students experience more rigorous and relevant academic success
Vu
lnerab
le Ch
ildren
Are P
repared
to
Su
cceedV
uln
erable C
hild
ren A
re Prep
ared to
S
ucceed
En
d O
utc
om
eE
nd
Ou
tco
me
Figure 5. Connecting School and Community: A Strategy for Rural School and Community Improvement
Uhuru: Fatherhood Program
Why a Fatherhood Program? What does the program do?
Serves males who are experiencing challenges related to poverty, incarceration, educational barriers, low job skills
Provides job skills training, job placement assistance, individual and group counseling
33
Uhuru: Fatherhood Program
2007-2008 Program More than 200 participants ages 14-44 98 have been placed in jobs 85% have shown positive changes in
behavior, skills levels, and employment status
34
Uhuru: Fatherhood Program
An Elementary School Suspension Reduction Plan Plan development Community-based program for children and
families Bus monitors Mentors
35
Uhuru: Families Supporting Families Partnership Halifax County Schools Community-based Out of School
Suspension Program
36
The Warren County Story
Study Circles – Approximately 100 people Supplemental Community-Based Support
for Youth Connectedness Overcoming Apathy Community-Teacher Partnerships High School Reform
37
Warren County: Supplemental Community-Based Support Saturday Academy Summer Academy Coalition for Dropout Prevention
Community-wide Effort State Funded Focus on Transitions
38
Warren County: Community-Teacher Partnerships The Heritage Quilters New Teacher Orientation Program
County Tour Resource Identification Community as Context for Teaching
Expanding Partnership with Local Education Fund
39
The River City Story
Study Circles Business Roundtable Youth Entrepreneurship YouthBuild Rhema Ministries Partnership -
Afterschool Program
40
River City: Youth Entrepreneurship Summer Program New Business Development
Cookie Company Auto Detailing and Painting Web 2.0
GED Completion by 75% of YouthBuild Participants
41
Policy and Advocacy
The Eastern North Carolina Rural Education Working Group Statewide agenda focused on local rural
issues Advocates from20 counties named in the
long-running school finance case known as Leandro
Bi-monthly meetings for training, data analysis, legislative updates, issues review
42
Policy and Advocacy
Key Issues Disadvantaged Student Supplement Fund School Dropout and Push Out Suspension and Expulsion Recruitment and Retention of Quality
Educators Academic Achievement and Opportunity
Gap
43
Communication as an Organizing Tool Communication Plan
Jointly selected themes Start with Me Stand Up – Speak Up Schools Can’t Do It Alone
Carefully placed news articles Web page Public forums
44
A community that prepares all of its children to succeed
“Start
with me.”
Contact aConnecting School and Community
partner in your area.
River City CDC Rural School & WCHS/NWHS Alumni UHURU CDC252-331-2925 Community Trust Association 252-539-8832 www.rivercitycdc.org 252-433-8844 757-856-0835
[email protected] www.wcts-nwhs.org
National Center for Rural Education Research Support at UNC-Chapel HillFull report available on our website at www.ruraledu.org
Project Evaluation45
Four Key Evaluation Questions
How effectively did grassroots leaders participate in the change process?
To what extent was progress made in developing rural communities and improving quality of life?
To what extent was progress made on improving school quality and increasing student achievement?
In what ways did the grantee and their partners contribute to policy changes at the county and state levels?
Connecting School and Community: A Strategy for Rural School and Community Improvement
Local Challenges
MinimalSupportFor At-riskYouth
HighDropoutRates
Low GraduationRates
PerceivedCommunityApathy
PersistentPoverty
Racial/EthnicDiscrimination
MinimalTax Base
Rurality &Isolation
Improved
Outcomes
For
Youth
And
Region
SolutionDesign
Features
Provide Opportunities forYouth in Schools
Provide Opportunities forSchool Dropouts
Provide Opportunities forCommunities to Build a
Shared Vision
Create Local and State Education Policy
Advocates
•Summer School (childhood)•Saturday School (childhood)•After-School •All-Girls (adolescent)
Entrepreneurship•Summer Entrepreneurship
(adolescents)
ProgramsUnderway
•Youth Build & Youth Entrepreneurship
•Study Circles•Action Forums•Activities – From Talk To Action•Parent Partnerships
•Rural Education Working Group
Long-TermImpact
•Reduced grade retentions
•Participants passEOGs & EOCs
•Dropouts obtain GEDs
•Dropouts obtainconstructionskills
•Local youth createlocal businesses
•Adults working together to help local youth succeed in school and life
•Growing network ofmore effectiveeducationactivists
•Curriculum development
•Job creation•Feelings of
empowerment among participants
PositiveChanges
Short-term
•Fewer Dropouts•More on-time graduates•Local activism•Partnerships with
schools
Intermediate
Indicatorsof Change
Provide Opportunities forCommunity Partnerships
•Parent Advisory Group•Parent Facilitators•Community Education Workshops
On Health/Wellness
The Rural
School and
Community Trust
in Partnership
with
LocalCommunity
BasedOrganizations:
River City CDC
RHEMA Ministries
UHURU
WCTS-NWCHSAlumni & Friends
Association
Families ServingFamilies
ProjectLeadership
Provide OpportunitiesFor Young Adults •Fatherhood Program
KeyCollaborators
•CommunityGroups inPartnership WithProject
•School Community& Leaders
•Parents andFamilies
•Local Leadersin Economy& Business& Industry& Govt.
•Local Youth
•Faith-basedCommunity
Children & Youthattend programs
Community Leaders supportEffort by attendingMeetings, andshowinterest in SchoolBoard and School policies
Communitymembers attendmeetings (Study(Circles, ActionForum, and follow-up meetings)
Rural educationactiviststake on morevisible roles atlocal andstate level
Grassroots Grassroots Grassroots Grassroots Grassroots
How effectively did grassroots leaders participate in the change process? Partnerships with local school districts Study Circles
Over 1000 community members involved in grassroots activities
To what extent was progress made on improving school quality and increasing student achievement?
After-school programs Summer programs
Nearly 550 at-risk youth served
To what extent was progress made in developing rural communities and improving quality of life?
Fatherhood program After-school programs Summer programs
Nearly 400 high school drop outs and vulnerable adults served
In what ways did the grantee and their partners contribute to policy changes at the county and state levels?
Rural Education Working Group
Representatives from 17 North Carolina counties engaged
Project Evaluation
Selected Findings Demand for programs outreached program capacity Warren County students enrolled in programs for
academic reasons all passed to the next grade 86% of students in the Perquimans after-school
program passed both reading and math end of grade exams (49% of non-participants passed)
Nearly 3/4 of Pasquotank’s YouthBuild Entrepreneur Program participants completed GED requirements
Nearly half of Uhuru’s “fathers” gained employment
52
The Rural School Innovation Network1530 Wilson Boulevard
Arlington, VA 22209703-243-1487
www.ruraledu.org
Contact us at…53