Helping Afterschool Systems Find a Home9125 <p>Afterschool providers, schools, government agencies, private funders…they all want to give young people opportunities for growth, learning and fun. But they all have different roles and ways of working, so knitting their efforts together into coordinated systems is no easy task. Cities that set out to build, manage and sustain afterschool systems can use a little guidance along the way.</p><p><img class="wf-Image-Left" alt="sharon_deich1.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Helping-Afterschool-Systems-Find-a-Home/sharon_deich1.jpg" style="margin&#58;5px;width&#58;319px;" />That’s where the consulting firm FourPoint Education Partners, formerly Cross &amp; Joftus, comes in. From 2012 to 2017, FourPoint provided technical assistance (TA) to the nine cities participating in Wallace’s “next-generation” afterschool system-building initiative, helping them solidify systems that were already in place. (An earlier Wallace initiative had supported five cities starting systems from scratch.) FourPoint drew on that work for a new paper, <em><a href="/knowledge-center/Pages/Governance-Structures-for-City-Afterschool-Systems-Three-Models.aspx">Governance Structures for City Afterschool Systems&#58; Three Models</a></em>, describing three different models for setting up and running an afterschool system.</p><p>We caught up with Sharon Deich, a FourPoint partner, to discuss her role in the initiative and get her perspective on the past, present and future of afterschool system building. </p><p><strong>Describe the work you did as a TA provider for the initiative. </strong></p><p>First, we helped the cities think about how they were going to support their infrastructure when their Wallace money went away. Hand in hand with the finance work was the governance work. How do you create anchor points in the community for the work to deepen and grow, even if one of your key champions—like a mayor, a superintendent or a project lead—were to leave? The third piece was partnerships. Who else do you need to have at the table and then how do you plug them into your governance structure? The last piece was strategy. We worked closely with Wallace, thinking about where the initiative was going and what the needs and opportunities were.</p><p><strong>What is the most important thing you learned over the course of the initiative?</strong></p><p>We came in with the notion that you build a system and then, “Here it is.” But the [actual systems] were very dynamic. More than half the cities changed the home of their system or the organizational structure. In Denver, they started out with an initiative in the mayor’s office and ended up with a networked approach where the mayor’s office, the Boys &amp; Girls Club and the school district were jointly managing the work.</p><p><strong><img class="wf-Image-Right" alt="Governance_v1.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Helping-Afterschool-Systems-Find-a-Home/Governance_v1.jpg" style="margin&#58;5px;" />How do cities go about finding the right governance structure for their system?</strong></p><p>One consideration is, what’s the primary work of the system? Some systems focus on [program] quality, some on data, some on creating partnerships. They all touch that elephant in different places. If you’re building [new] programs, you might need a different home than if you’re trying to boost the quality of the work. Another factor is, who are your champions? If your mayor is a big champion it may be more logical to be in the mayor’s office or one of the city agencies. </p><p><strong>What do you still not know about system building that you still hope to learn?</strong></p><p>One of the hardest things about system building is communicating what you mean by “system building.” When I work in mainstream education, I often say, “It’s not about what one school is doing. It’s about how the district is supporting all the schools.” I don’t think there’s an equivalent in this mushy space where afterschool lives. Then how do you convince people that investment in system pieces is as important as dollars for programming? </p><p><strong>What does the future of afterschool system building look like to you? </strong></p><p>In this current environment, I can’t see afterschool growing and getting a lot of attention. I worry about the money for 21st Century [Community Learning Centers, a source of federal funding for afterschool]. So, it’s really important that afterschool be part of a broader package of supports and services that school districts and communities want for their kids. Whether it’s social and emotional learning, enrichment, homework help, meals—afterschool can be a delivery vehicle.</p> Talking Technical Assistance with Sharon Deich of FourPoint Education PartnersGP0|#4838d563-77b4-44ff-a5c1-d01628309a7e;L0|#04838d563-77b4-44ff-a5c1-d01628309a7e|afterschool systems;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#cad33471-a186-455a-836f-0d0657808f00;L0|#0cad33471-a186-455a-836f-0d0657808f00|research;GP0|#88b77bae-56d6-47d9-922f-54af703d57b5;L0|#088b77bae-56d6-47d9-922f-54af703d57b5|learning;GP0|#91bf67c6-3cc1-4097-9074-16701a50b2ac;L0|#091bf67c6-3cc1-4097-9074-16701a50b2ac|enrichmentGP0|#b804f37e-c5dd-4433-a644-37b51bb2e211;L0|#0b804f37e-c5dd-4433-a644-37b51bb2e211|Afterschool;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61;GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional LearningWallace editorial team79<img alt="" src="/News-and-Media/Blog/PublishingImages/blog-sharon-deich-QA-lg-feature.jpg" style="BORDER&#58;0px solid;" />2018-01-18T05:00:00ZYour source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.1/17/2018 9:33:33 PM7
Advice on State Policy and Ed Leadership9096 <p>Poet Robert Burns instructs us that even the best laid plans can go awry. Political scientist Paul Manna tells us one reason that’s so. The people writing the plans, he says, too often fail to think through what they are asking of the people doing the work. </p><p><img class="wf-Image-Left" alt="manna_pix3.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Advice-on-State-Policy-and-Ed-Leadership/manna_pix3.jpg" style="margin&#58;5px;" />Manna, the <a href="http&#58;//">Hyman Professor of Government&#160;at William &amp; Mary</a> and author of a Wallace-commissioned <a href="/knowledge-center/pages/developing-excellent-school-principals.aspx">report examining levers states can pull to bolster principal effectiveness</a>, explored this disconnect recently. The occasion was a meeting of Wallace grantees working to expand the circle of highly effective school principals.</p><p>The Every Student Succeeds Act (ESSA) was a central topic of interest in Manna’s two keynote speeches. Passed in late 2015 as the latest iteration of the Elementary and Secondary Education Act, ESSA is a leading source of federal dollars for public school education that departs from the past in at least two important ways—giving more authority to states on how to use their federal dollars and, of particular significance to the meeting attendees, offering new possibilities for funding efforts to boost school leadership. </p><p>Clearly, states are exploring how to use ESSA funding to enable principals to function as effectively as possible, whether through upgraded pre-service training or other means.&#160; <a href="/knowledge-center/pages/state-efforts-to-strengthen-school-leadership.aspx">One recent survey of representatives from 25 states</a> taking part in a school leadership effort offered by the Council of Chief State School Officers found, for example, that fully 91 percent consider incorporation of principal-focused work into ESSA school improvement plans a priority. </p><p><img class="wf-Image-Right" alt="Capture--mannalist.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Advice-on-State-Policy-and-Ed-Leadership/Capture--mannalist.jpg" style="margin&#58;5px;" />But how best to do this incorporation? Manna advised his audience to avoid devising plans that overlook something basic—the “implied critical tasks” that need to get accomplished if the plans are to unfold as intended. Do​​able plans, he suggested, emerge from an understanding of what they require of the do​ers—state education agency officials, school district managers, principals—“when they wake up and go to work.” </p><p>Too often, planners falter on this point. &#160;“People who make policy don’t always think about—or know about—how the work will be done on the ground,” Manna said in a conversation after his addresses. “So there’s a typical kind of top-down view, which is why so many things don’t get carried out well.”</p><p>Planners would also do well to understand whether their hoped-for policies will heap additional helpings of work on principals’ already heavily laden plates. In his report, Manna cites survey findings suggesting that principals believe they are being called on to do more than ever, “exercising more and more power over matters such as evaluating teachers and setting school performance standards…[while] remain[ing] equally responsible for traditional activities, such as setting school discipline policies and managing budgets and school spending.”</p><p>Manna suggests a possible solution to this. Look at the last chapter of his report, which counsels state policymakers to “catalogue principals’ tasks, in theory and in practice” and to compare what principals actually do with what policies aspire to have them do. The exercise is likely to be an eye-opener for those charged with shaping state policy and might just aid them in using ESSA to its fullest advantage in bolstering principals.</p><p>“People are saying this is a moment where we can rethink what we’ve learned over the last decade or more, where we can rethink roles and responsibilities,” Manna told the audience. “And states themselves are supposed to be leading this charge.” </p> <a href="https&#58;//">A video with excerpts from Manna’s talks</a> to the December 2017 gathering of participants in Wallace’s University Principal Preparation Initiative is available at our Knowledge Center. For Good ESSA Planning, Understand What Tasks Get the Job Done, Says Political Scientist Paul Manna GP0|#3fabc3e0-eead-49a5-9e92-99d8217d8607;L0|#03fabc3e0-eead-49a5-9e92-99d8217d8607|principals;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#bbde7c6c-fad2-4884-a39f-0255c4606974;L0|#0bbde7c6c-fad2-4884-a39f-0255c4606974|state education policyGP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61Wallace editorial team79<img alt="" src="/News-and-Media/Blog/PublishingImages/blog-advice-state-policy-lg-feature.jpg" style="BORDER&#58;0px solid;" />2018-01-11T05:00:00ZYour source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.1/11/2018 4:56:28 PM15
A New Year’s Resolution for Nonprofits: Get ‘Fiscally Fit’23<p>It’s never too early (or too late!) to start thinking about New Year’s resolutions. For many nonprofit organizations, getting a better handle on finances will top the list.</p><p><a href="/knowledge-center/resources-for-financial-management/pages/default.aspx"></a> is a Wallace Foundation website designed to help nonprofits do exactly that.&#160; It offers more than 60 tools, how-tos, articles and other features to help organizations build their financial muscle so they can fulfill their missions and deliver the best services possible.</p><p>We talked to Hilda Polanco, founder and CEO of <a href="http&#58;//">Fiscal Management Associates</a> (FMA), the consulting firm that created and maintains the site, about changes in the way nonprofits approach their finances and how they can get “fiscally fit” in the upcoming year.*</p><p><strong>Do you see a change in the way nonprofits approach financial management since launched several years ago?</strong></p><p><img class="wf-Image-Left" alt="hpolanco.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Hilda-Polanco-Strong-Nonprofits-QA/hpolanco.jpg" style="margin&#58;5px;" />In the last few years—and this has been heightened in the last year—the focus has been first and foremost on planning. Organizations are trying to take control of their destiny by having the right financial information. Four areas have become extremely critical. The first is an organization’s ability to understand the full cost of delivering their programs. The second is scenario planning, projecting into the future and thinking about multiple options. The third is managing cash flow. In so many states, payments are being delayed and organizations have gone through their reserves since 2008. The last one is the idea of planning as a process that never ends. Organizations, especially the ones that are successful and scaling, do a five-year strategic plan and put it on the shelf. But stuff changes. The days when boards would say, “the budget is the budget, and it never changes”—that’s not realistic anymore. We have to be more than just sustainable; we have to be resilient.</p><p><strong>What tools and templates on the site have been the most popular with users? What are the greatest needs that the site can help nonprofits address?</strong></p><p>The number one most popular tool is the <a href="/knowledge-center/resources-for-financial-management/pages/program-based-budget-template.aspx">program-based budget builder</a>. It can help organizations quantify their costs in a way they can present in their development proposals and articulate when they negotiate performance-based contracts. The second is the <a href="/knowledge-center/resources-for-financial-management/pages/cash-flow-projections-template.aspx">cash flow template</a>. I call it the “executive director’s navigation tool” because it gives organizations the ability to project cash flow into the future, manage it and know when they’re going into danger territory. The third is the <a href="/knowledge-center/resources-for-financial-management/pages/funding-opportunity-assessment-tool.aspx">“go/no go” tool</a>, which brings together teams to decide should we go for this [funding] opportunity or not. The site is helpful to organizations of all sizes, but for organizations that don’t have a full finance staff these tools have been transformational because they give them the ability to do some pretty complicated thinking.</p><p><strong>Are there any overlooked features of the site that you’d like to encourage users to take greater advantage of?</strong></p><p>One that I like a lot is the <a href="/knowledge-center/resources-for-financial-management/pages/revenue-analysis-worksheet.aspx">scenario-planning tool</a>. It’s simple. The thing with scenarios is that if you get too complex people get confused.</p><p><strong>Is there anything about the way you work with nonprofits to build financial strength that has changed over the years?</strong></p><p>Each year we work more and more with the senior management team rather than only the finance team, building their capacity to make better decisions, better plans, while also building the capacity of individuals, so that if one person leaves, the structure is there, the next person comes right into their role, and the organization continues. In that context, we’ve also spent more time working with program leaders to make them owners of their budgets and with development leaders, so they can provide better information in the proposals they send out the door and better understand the consequences of the funds they’re raising. Another area where we’re getting frequent requests for help is establishing a board-designated operating reserve. Boards want to make sure they have funds set aside for unexpected events. I find it encouraging that they’re thinking about that.</p><p><strong>What is the most important piece of advice you have for nonprofits looking to improve their financial outlook?</strong></p><p>Face the data. Think about the processes, frameworks, work flows you have in place. Are these systems giving you the information you need to make strategic decisions about current needs as well as the long term? Build your planning muscle. When I ask an organization if they revise their budget, sometimes they look at me and say, “There’s no way I’m doing that again.” If your processes are painful, you don’t have the right tools. Don’t think of planning as compliance, think of it as an opportunity for making the smartest choices. Finally, solidify the partnership between the board and leadership. The world is throwing curveballs. Have the courage to envision what it would be like to respond to a significant shift in your revenue, and as a result, be better prepared.</p><p>*<em>This interview has been edited and condensed.</em></p>Advice From Fiscal Management Associates’ Hilda PolancoGP0|#9195df4d-2fd2-46ef-bbcd-f62237bef524;L0|#09195df4d-2fd2-46ef-bbcd-f62237bef524|Finances;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#692fa1cf-1480-4641-8bb4-eda53ed39046;L0|#0692fa1cf-1480-4641-8bb4-eda53ed39046|nonprofit management;GP0|#79143c59-8d98-479b-aa51-eef565213797;L0|#079143c59-8d98-479b-aa51-eef565213797|tools;GP0|#57aaaed6-d4f9-43f2-b1ba-5385592c62bd;L0|#057aaaed6-d4f9-43f2-b1ba-5385592c62bd|resourcesGP0|#af3e9879-f65e-40d3-8cc6-25ef5b2f858e;L0|#0af3e9879-f65e-40d3-8cc6-25ef5b2f858e|Advancing Philanthropy;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61Wallace editorial team79<img alt="" src="/News-and-Media/Blog/PublishingImages/blog-hilda-polanco-QA-lg-feature2.jpg" style="BORDER&#58;0px solid;" />2017-12-14T05:00:00ZMust-Read Advice From a Nonprofit Financial Management Consultant12/14/2017 10:12:28 PM664
Your Top Picks and Ours7063<p>Wallace maintains an ever-growing collection of reports, articles, videos and other resources that we have commissioned or produced since the 1990s. &#160;Indeed, the Knowledge Center housing these 300-plus publications covering education leadership, learning and enrichment, and the arts is the heart of our <a href="/">website</a>. Over the last year, we added more than 20 new items to our library. As 2017 draws to a close, we thought we’d look back to see which resources, old and new, resonated most with our readers and which ones we on the Wallace editorial staff think are up and comers.&#160; </p><p>With that here’s our list of Top 10 Downloads of 2017&#58;</p> <table width="750"><tbody><tr><td style="padding&#58;10px 30px;background-color&#58;#7c0041;"> <font style="text-align&#58;center;color&#58;#ffffff;"> <strong>TOP 10 DOWNLOADS FROM JANUARY - NOVEMBER 2017</strong></font></td></tr></tbody></table><table width="750"><tbody><tr style="background-color&#58;#e6e690;"><td style="padding&#58;10px;">Rank</td><td style="padding&#58;10px;">Date Released</td><td style="padding&#58;10px;">Title</td><td style="padding&#58;10px;">YTD</td></tr><tr style="background-color&#58;#fafbed;"><td style="padding&#58;10px;">1</td><td style="padding&#58;10px;">Jan. 2012</td><td style="padding&#58;10px;"> <a href="/knowledge-center/pages/the-school-principal-as-leader-guiding-schools-to-better-teaching-and-learning.aspx"> <em>The School Principal as Leader&#58; Guiding Schools to Better Teaching and Learning</em></a></td><td style="padding&#58;10px;">109,477</td></tr><tr style="background-color&#58;#f7f7db;"><td style="padding&#58;10px;">2</td><td style="padding&#58;10px;">Sep. 2004</td><td style="padding&#58;10px;"> <a href="/knowledge-center/pages/how-leadership-influences-student-learning.aspx"> <em>How Leadership Influences Student Learning</em></a></td><td style="padding&#58;10px;">91,172</td></tr><tr style="background-color&#58;#fafbed;"><td style="padding&#58;10px;">3</td><td style="padding&#58;10px;">Aug. 2010</td><td style="padding&#58;10px;"> <a href="/knowledge-center/pages/three-essentials-to-improving-schools.aspx"> <em>The Three Essentials&#58; Improving Schools Requires District Vision, District and State Support, and Principal Leadership</em></a></td><td style="padding&#58;10px;">33,727</td></tr><tr style="background-color&#58;#f7f7db;"><td style="padding&#58;10px;">4</td><td style="padding&#58;10px;">Feb. 2013</td><td style="padding&#58;10px;"> <strong>; </strong><a href="/knowledge-center/resources-for-financial-management/pages/fixed-asset-and-depreciation-schedule.aspx"> Fixed Asset and Depreciation Schedule (EXCEL)</a></td><td style="padding&#58;10px;">25,969</td></tr><tr style="background-color&#58;#fafbed;"><td style="padding&#58;10px;">5</td><td style="padding&#58;10px;">Jul. 2010</td><td style="padding&#58;10px;"> <a href="/knowledge-center/Pages/Investigating-the-Links-to-Improved-Student-Learning.aspx"> <em>Learning From Leadership&#58; Investigating the Links to Improved Student Learning</em></a></td><td style="padding&#58;10px;">24,802</td></tr><tr style="background-color&#58;#f7f7db;"><td style="padding&#58;10px;">6</td><td style="padding&#58;10px;">Feb. 2013</td><td style="padding&#58;10px;"> <strong>; </strong><a href="/knowledge-center/resources-for-financial-management/pages/program-based-budget-template.aspx"> Program Based Budget Builder (EXCEL)</a></td><td style="padding&#58;10px;">22,159</td></tr><tr style="background-color&#58;#fafbed;"><td style="padding&#58;10px;">7</td><td style="padding&#58;10px;">May 2017</td><td style="padding&#58;10px;"> <a href="/knowledge-center/Pages/Navigating-Social-and-Emotional-Learning-from-the-Inside-Out.aspx"> <em>Navigating Social and Emotional Learning from the Inside Out</em></a></td><td style="padding&#58;10px;">18,915</td></tr><tr style="background-color&#58;#f7f7db;"><td style="padding&#58;10px;">8</td><td style="padding&#58;10px;">Feb. 2013</td><td style="padding&#58;10px;"> <strong>; </strong> <a href="/knowledge-center/resources-for-financial-management/pages/a-five-step-guide-to-budget-development.aspx"> A Five-Step Guide to Budget Development</a> </td><td style="padding&#58;10px;">18,459</td></tr><tr style="background-color&#58;#fafbed;"><td style="padding&#58;10px;">9</td><td style="padding&#58;10px;">Jun. 2012</td><td style="padding&#58;10px;"> <a href="/knowledge-center/Pages/The-Making-of-the-Principal-Five-Lessons-in-Leadership-Training.aspx"> <em>The Making of the Principal&#58; Five Lessons in Leadership Training </em></a></td><td style="padding&#58;10px;">16,691</td></tr><tr style="background-color&#58;#f7f7db;"><td style="padding&#58;10px;">10</td><td style="padding&#58;10px;">Jun. 2011</td><td style="padding&#58;10px;"> <a href="/knowledge-center/Pages/Making-Summer-Count-How-Summer-Programs-Can-Boost-Childrens-Learning.aspx"> <em>Making Summer Count&#58; How Summer Programs Can Boost Children’s Learning </em></a></td><td style="padding&#58;10px;">15,708</td></tr></tbody></table><p>&#160;</p><p>So, what struck us? </p><p> <strong>2017 Serves Up a Runaway Best-Seller </strong></p><p>Look at #7 on the list. It’s the only release from this year. In fact, it’s the only release since 2013!&#160; The other publications on the Top 10 list have had much more time and exposure to help them filter out to practitioners, policymakers and others interested in the issues we work on. &#160;Why would a publication barely six months old have such a following?</p><p>Simple answer&#58; social and emotional learning (SEL). </p><p>We’ve known for some time that interest in SEL—the skills outside of academics that students need to be successful in school and later in life—was on the rise. A growing body of research, too, has affirmed the benefits of developing strong SEL skills. What we didn’t know was how much guidance practitioners were looking for. Published in May, <a href="/knowledge-center/pages/navigating-social-and-emotional-learning-from-the-inside-out.aspx"> <em>Navigating Social and Emotional Learning from the Inside Out</em></a> offers a look at 25 top U.S. SEL programs, allowing users to do a scan across programs to assess grade level, settings, the skills they wish to develop and other features so users can adapt programs to their context. As of November 30, 2017 (the latest date for which we have figures), the publication had been downloaded&#160;almost&#160;19,000 times from our website, making it the most popular new release we’ve ever had and pointing to the need for even more research and tools in this growing field. </p><p>We’ve got more evidence on this point. Coming in at the number two spot of top 2017 releases, with 3,540 downloads since May, is a special issue of the journal <a href="/knowledge-center/pages/the-future-of-children-social-and-emotional-learning.aspx"> <em>The Future of Children</em></a> that examines the development of SEL in school and afterschool settings.&#160; </p><p> <strong>Readers Reach for a Classic </strong> <br> <a href="/knowledge-center/Pages/How-Leadership-Influences-Student-Learning.aspx"> <em>How Leadership Influences Student Learning</em></a> may be getting long in the tooth—it was first published in 2004—but it continues to attract large numbers of readers and has become the closest thing that Wallace has to a classic. Written by researchers at the University of Minnesota and the University of Toronto, the report helped establish the importance of school principals to student success. Since it was first issued, the publication has been downloaded more than half a million times, suggesting there’s an ongoing need for understanding the ins and outs of why school leadership matters.&#160; </p><p> <strong>Nonprofits Welcome Practical Guidance</strong><br> Almost five years ago, Wallace launched a website intended to help afterschool organizations and other nonprofits manage their finances. <a href="http&#58;//"></a> &#160;is a collection of free tools, how-tos, articles and other features assembled and in some cases created by Fiscal Management Associates, a leading national consulting firm working with nonprofits on financial management matters. Three of the site’s resources made our Top 10, a testament to the appetite among nonprofits for guidance on how to strengthen their financial muscle.&#160; <strong></strong></p><p> <strong> <em>Staff Picks</em></strong><br> Sometimes download numbers tell only part of the story.&#160;Four reports published this year merit a special mention for breaking ground in their subject areas, even if they didn’t break into the Top 10.&#160;&#160; </p><p> <strong>Arts&#160; + Tweens = Good Read </strong> <br> Nine in 10 Americans believe that the arts are part of a well-rounded education, according to a 2016 survey by Americans for the Arts. For disadvantaged children, however, high-quality opportunities to experience the arts, both in school and out, can be scarce. Enter the Boys &amp; Girls Clubs of America (BGCA), which managed in three communities to introduce the sorts of arts education programs one would normally find in smaller, more specialized organizations, according to a report by Research for Action and McClanahan Associates. <a href="/knowledge-center/pages/raising-the-barre-and-stretching-the-canvas.aspx"> <em>Raising the Barre and Stretching the Canvas&#58; Implementing High-Quality Arts Programming in a National Youth Serving Organization</em></a> shows how BGCA navigated some tricky terrain to develop promising programs that meet general principles of a high-quality arts education. Surveys cited in the report show that large majorities of participants in the BGCA programs found their teachers competent, their studios engaging and their environments safe, friendly and comfortable.</p><p> <strong>Art + Millennials = Another Good Read</strong><br> ​​Arts organizations, meanwhile, are eager to learn how they can attract the older siblings of those tweens. <a href="/knowledge-center/pages/building-millennial-audiences-barriers-and-opportunities.aspx"> <em>Building Millennial Audiences&#58; Barriers and Opportunities</em></a> garnered surprising interest among readers in offering clues to action—including recognizing that several obstacles may be keeping 20-somethings from greater participation in the arts. Among them are misperceptions about ticket prices and leisure events that compete for millennials’ time.</p><p> <strong>A Novel Study Makes a Debut</strong><br> From the world of arts into the world of number crunching, &#160;<a href="/knowledge-center/Pages/What-It-Takes-to-Operate-and-Maintain-Principal-Pipelines-Costs-and-Other-Resources.aspx"><em>What It Takes to Operate and Maintain Principal Pipelines&#58; Costs and Other Resources</em></a> is the RAND Corp.’s examination of the price tag when school districts embark on ensuring that school leaders are properly trained, hired and supported on the job. &#160;The big finding, based on RAND’s first-of-its-kind review of expenditures by six major urban school districts in a Wallace effort to promote the development of a large corps of highly effective principals, was the following&#58; The costs are only a small slice of annual district spending—an average of about 0.4 percent of yearly expenditures. </p><p> <strong>Readers Look for Ways to Expand What Works </strong> <br> <em>In a way, </em> <a href="/knowledge-center/Pages/how-to-scale-up-social-programs-that-work.aspx"> <em>Strategies to Scale Up Social Programs&#58; Pathways, Partnerships and Fidelity</em></a>&#160;is a study in optimism, an examination of efforts so successful that people decided to spread them around. The report explores 45 programs tackling everything from climate change to hunger to unemployment. Each had evidence of effectiveness and each extended its reach through partnerships. The report finds patterns among the various expansion routes the organizations took—and apparently readers are taking note. They have downloaded the report more than 2,200 times since its September launch.</p><p>Not a bad number for a report only three months old.&#160;&#160; &#160;</p>We Expanded Our Library This Year. Which Items Stood Out? GP0|#cad33471-a186-455a-836f-0d0657808f00;L0|#0cad33471-a186-455a-836f-0d0657808f00|research;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#e88b2616-a432-46ee-ba46-884731bd0e23;L0|#0e88b2616-a432-46ee-ba46-884731bd0e23|reports;GP0|#a543fa77-7186-47e8-8be8-ec7c33473169;L0|#0a543fa77-7186-47e8-8be8-ec7c33473169|publications;GP0|#be73f1e9-f427-431a-950b-6731a9a332fd;L0|#0be73f1e9-f427-431a-950b-6731a9a332fd|knowledge centerGP0|#6b3d2eef-1f47-4b7e-b105-bd18b7e1c384;L0|#06b3d2eef-1f47-4b7e-b105-bd18b7e1c384|News;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61Wallace editorial team79<img alt="" src="/News-and-Media/Blog/PublishingImages/wallace-end-of-year2.jpg" style="BORDER&#58;0px solid;" />2017-12-14T05:00:00ZYour source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.12/21/2017 5:50:32 PM960
The Emergence of The Wallace Foundation7036<p>As 2017 comes to a close, we are celebrating an anniversary this month. Fifteen years ago today, on December 11, 2002, The Wallace Foundation was launched through the merger of two separate foundations that originated with the philanthropy of DeWitt and Lila Acheson Wallace. </p><p>Founders of the quintessential American family magazine, Reader’s Digest, the Wallaces began their charitable endeavors with a small, expanding collection of family foundations. After the Wallaces died the mid-1980s, the Lila Wallace-Reader’s Digest Fund and the Dewitt Wallace-Reader’s Digest Fund were formed. By the time of the 2002 merger authorized unanimously by the Funds’ boards, the two organizations had supported more than 100 different program initiatives, ranging from teacher recruitment to adult literacy. </p><p>“The merger of the DeWitt Wallace-Reader's Digest Fund and the Lila Wallace-Reader's Digest Fund united the two passions that motivated our founders—DeWitt's interest in youth development and education, and Lila's in the arts,” says Lucas Held, Wallace’s director of communications. Held, along with senior research and evaluation officer Ann Stone and under the leadership of then-president M. Christine DeVita, helped forge the effort to develop Wallace into a unified brand. “The combining of the two into a single entity known as The Wallace Foundation acknowledged what was already the case at the time of the merger&#58; that both entities were employing a common strategy to achieve philanthropic benefits—working with a small number of grantees to find better ways to solve public problems, and then benefiting other organizations through the power of credible knowledge,” Held says.&#160; </p><p>Leading up to the merger, Wallace had already developed multi-disciplinary staff teams, enabling us to better work with our partners to foster innovation and share knowledge gleaned with the field—a&#160; process that defines our work to this day.</p><p>At the time, we focused the combined weight of the newly formed foundation on three issues&#58;</p><ol><li> <a href="/knowledge-center/school-leadership/Pages/default.aspx">Education Leadership</a>&#58; The initiative launched in 2000 to strengthen the ability of principals and superintendents to improve student learning.</li><li> <a href="/knowledge-center/after-school/Pages/default.aspx">After-School Systems</a>&#58; Support for and research into effective after-school programs.</li><li> <a href="/knowledge-center/building-audiences-for-the-arts/Pages/default.aspx">The Arts</a>&#58; To inform the policies and practices of cultural institutions and funders interested in building public participation in the arts.</li></ol><p>These issues resonate in our work as it has evolved over the past 15 years. Our efforts in afterschool, for example, helped pave the way for an initiative launched in 2016 to promote children’s social and emotional learning. All of our work is emblematic of our longer journey from a philanthropy that was structured to create direct benefits by funding good organizations to a national foundation equally committed to helping catalyze social benefits beyond the reach of our limited dollars. As DeVita said at the time&#58; “In everything we do, we strive to be a resource dedicated to helping create, support and share ideas and insights, tools and effective practices. Through that we aim to have a transformative effect on major public systems and, ultimately, on people's lives.”</p>2017 Marked the 15th Anniversary of the Merger Creating The Wallace FoundationGP0|#19638677-6bf7-432b-867e-ece5b7009199;L0|#019638677-6bf7-432b-867e-ece5b7009199|foundation;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#5f3bfc82-54f1-4434-8c93-3d9d6bb69754;L0|#05f3bfc82-54f1-4434-8c93-3d9d6bb69754|history;GP0|#3ab38f86-968a-4357-8214-f3b9195f9ef7;L0|#03ab38f86-968a-4357-8214-f3b9195f9ef7|education;GP0|#459b8438-9b87-47d0-814e-02452652da81;L0|#0459b8438-9b87-47d0-814e-02452652da81|artsGP0|#6b3d2eef-1f47-4b7e-b105-bd18b7e1c384;L0|#06b3d2eef-1f47-4b7e-b105-bd18b7e1c384|News;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61Wallace editorial team79<img alt="" src="/News-and-Media/Blog/PublishingImages/blog-15-years-wallace-lg-feature3.jpg" style="BORDER&#58;0px solid;" />2017-12-11T05:00:00Z2017: 15th Anniversary of Merger That Led to The Wallace Foundation12/11/2017 8:45:27 PM389