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Cross-Sector Collaboration May Be ‘Invaluable’ in the Current Crisis3631GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>It may seem like a truism that, in a time of crisis, the various players and institutions in a community should set aside their individual agendas and pull together for a common cause. But there’s a lot that goes into a true collaboration—one that involves government, schools, businesses, universities, foundations and nonprofits. Collaborators must build trust, develop and state a shared vision, and establish roles. And that’s just for starters.</p><p> <img class="wf-Image-Left" alt="Carolyn_Riehl.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Cross-Sector-Collaboration-May-Be-Invaluable-in-the-Current-Crisis/Carolyn_Riehl.jpg" style="margin&#58;5px;width&#58;138px;height&#58;207px;" />Carolyn Riehl knows this well. A professor at Teachers College, Columbia University, Riehl, along with a team of colleagues, conducted a Wallace-sponsored study of cross-sector collaborations to improve education. The <a href="/knowledge-center/pages/building-impact-a-closer-look-at-local-cross-sector-collaborations-for-education.aspx">final report</a> from this landmark study was published just a few months before COVID-19 changed everything, not only in the realm of education but society as a whole. Riehl says that, as the pandemic exacerbates inequities and the need for services, cross-sector collaborations—sometimes known as “collective impact” initiatives—may become more important than ever, even as their work goes underfunded and unnoticed. We asked Riehl about where the cross-sector collaboration movement stands now and what the future may hold.<br> <em> </em></p><p><strong>What do you see as the contribution of this report to the conversation about cross-sector collaboration? Who are the intended readers of the report and what can they expect to take away from it?</strong><br><em> </em><br> <span><span><strong></strong></span></span>There are many potential audiences for the report, and we tried to provide information relevant to all of them. Leaders of, and participants in, cross-sector collaborations may find it valuable to learn about other programs’ governance structures, service networks and communication strategies. Philanthropies and government agencies who provide financial support for collaborations may be encouraged to learn how others have been generous but patient as these complex enterprises take the necessary time to build towards long-term success. Readers who are considering starting a collaborative initiative will, we hope, be inspired by the efforts and accomplishments of the programs we studied, while also getting a reality check about the challenges and potential pitfalls. We hope citizens and stakeholders in the cities we studied will be proud that their stories can help lead the way, but also that they will use our report to inform their efforts to improve.</p><p><span><strong></strong></span><strong>How do you think the pandemic will affect cross-sector collaboration—both the collaborations you studied and the movement in general?</strong></p><p><span><span><span><span><strong></strong></span></span></span></span>The needs that cross-sector collaborations were established to address—better access to quality early childhood education and afterschool programs, social-emotional learning opportunities, targeted support for boys and young men of color, wraparound health and social services for students—are likely to become even more acute for more children and youth. And school districts and other service providers may be hard pressed to respond, given reduced budgets and increased demand. So collaborations are likely to become more useful than ever, even if it’s hard for them to garner direct attention and funding. We’re learning in the pandemic to appreciate all sorts of people and enterprises that operate mostly out of public view but are clearly essential to keeping things going, and cross-sector collaborations might prove to be another vital background operation.&#160; </p><p><strong>In the report, you and your colleagues say, “While it is still early in the game, we think there are enough indicators of good things happening that the waning of the movement would represent a loss.” What are some of those indicators?&#160;And have any of them taken on new significance in the current crisis?</strong><br><em> </em><br> One positive aspect of cross-sector collaboration for education is an increase in the shared, public recognition that children and young adults often face complicated obstacles keeping them from educational and career success. In the current health and economic crisis of the coronavirus pandemic, inequities appear in even more stark relief, and we fear they will reverberate for a long time. Removing obstacles and erasing disparities will require a concerted effort by many organizations and agencies, not just schools. Collaborations have already set the stage for that. Another good thing is that despite some early promises of quick success, many collaborations are taking the time to understand what their local needs are and to craft appropriate responses. This thoughtfulness and care will be even more important as the full impact of the pandemic comes into view. Finally, just the fact that collaborations have established structures and processes for people to work together and trust one another—that’s going to be a huge help, I think. <br> <br> <strong>What are some of the common challenges communities face in launching and sustaining cross-sector collaborations? Does the pandemic present any new challenges? For example, can the hard work of building trust and working relationships still take place when conversations and meetings are all happening online?</strong></p><p>Our report describes in detail the ways communities built collaborations from the ground up. Most depended heavily on relationships and a nascent sense of shared purpose as they got going, and the need for personal connections didn’t disappear over time. In our new reality, it can be hard to get to know new colleagues, to make eye contact and read the subtle signals in a conversation, or to find serendipitous opportunities for sharing and brainstorming in an online Zoom meeting. But I’ve talked with numerous school leaders recently who are astounded that more people are attending school meetings, parent-teacher conferences, and professional development sessions online than they did in person. This is an opportunity collaborations can take advantage of. It may be possible to communicate more widely and build even larger constituencies for their work and to enable more people to participate across time and distance in work groups and governance bodies. But it will be crucial to ensure that the community members who are often isolated and marginalized are not prevented from participating in new forms of online engagement.</p><p><strong>What does the future of cross-sector collaboration look like and how has that picture changed in light of the pandemic? Is the movement in a healthy place or is the fate of these efforts more precarious? What factors will be important in the evolution and endurance of the current wave of cross-sector collaborations?</strong><br><em> </em><br>&#160;It’s hard to predict what will happen to cross-sector collaborations for education, whether they will become permanent or end up as yet another promising but short-lived innovation. Several months ago, my colleagues and I might have opined that their future depended most of all on their ability to develop stable, sufficient revenue streams and to demonstrate to their stakeholders at least some success in achieving goals they set for themselves. We saw reasonably strong signs that this was happening in many places. <br> <br> But the coronavirus pandemic has been a major disruption. On the one hand, it’s possible that because of it, education funding will be so dramatically reduced, and philanthropic dollars so thinly stretched, that there simply won’t be enough resources to sustain collaborations. Participating local governments, social agencies, and school systems themselves may have to scale back their expectations for accomplishing anything more than the very basic services they are charged to provide; there may be little reserve energy for the ambitious goals of collaborative enterprises.&#160;</p><p> On the other hand, the pandemic may reveal cross-sector collaborations to be absolutely indispensable. When a community’s needs become comprehensive and intense, the presence of a collaboration that is already accustomed to coordinating efforts and devising innovative solutions could be invaluable. We’ve already seen anecdotal evidence of cross-sector collaborations convening with philanthropies to decide how best to direct funding to meet extraordinary needs, and we’ve heard how at least one collaboration marshalled efforts to help its community adjust when schools were closed and students needed everything from meal deliveries to laptops and iPads for online learning. Cross-sector collaborations were designed to do things that existing systems hadn’t been able to do. If they are able to adapt to the new realities they face, their future may be secure.&#160;&#160;&#160; </p>Wallace editorial team792020-06-18T04:00:00ZCarolyn Riehl of Teachers College on role “collective impact” can play during pandemic8/27/2020 3:05:51 PMThe Wallace Foundation / News and Media / Wallace Blog / Cross-Sector Collaboration May Be ‘Invaluable’ in the Current Crisis Carolyn Riehl of Teachers College on role “collective 227https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
The CARES Act: Five Things That School and District Leaders Need to Know Now10547GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61;GP0|#b804f37e-c5dd-4433-a644-37b51bb2e211;L0|#0b804f37e-c5dd-4433-a644-37b51bb2e211|Afterschool;GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning<p> <em>​​​The newly enacted federal law in response to the coronavirus crisis provides more than $30 billion for K-12 and higher education programs; more than $4 billion for early childhood education; and other supports such as forgivable loans to nonprofits, including many providers of afterschool or summer programs. The <strong>Coronavirus Aid, Relief and Economic Security (CARES) Act</strong> comes at a moment when many states and districts are <a href="https&#58;//www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html">closing schools</a> while seeking to continue to educate students, out-of-school-time programs are pondering how best to offer services​&#160;and summer is fast approaching.</em></p><p> <em>To assist decision&#160;makers, this post summarizes five things that school and district leaders should know about the major education provisions in the CARES Act. It also contains information pertaining to nonprofits. This summary was prepared for The Wallace Foundation by <a href="https&#58;//educationcounsel.com/">EducationCounsel</a></em>,<em> a mission-based education organization and law firm that has analyzed the text of the new law. </em> <br> </p><ol><li> <strong> <em>The $2.3 trillion CARES Act provides new, one-time funding for states, districts and schools—based in part on poverty but with significant flexibility regarding where funds are used. </em></strong></li></ol><blockquote> The law includes a $30.75 billion <strong> <a href="https&#58;//oese.ed.gov/offices/education-stabilization-fund/">Education Stabilization Fund</a></strong> divided into three parts and meant to provide initial relief to states and districts facing education challenges stemming from the coronavirus. The parts are&#58; </blockquote><ol type="A" start="0"><ol type="A"><li> <strong>The&#160;</strong><strong>$13.5 billion <a href="https&#58;//oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/">Elementary and Secondary School Emergency Relief</a> Fund</strong>. States will receive this funding based on the number of students in poverty in the same manner as funding is provided under Title I, Part A, of the Elementary and Secondary Education Act—better known today as ESSA, the Every Student Succeeds Act. States must allocate 90 percent of that funding to districts, including charter schools, based on Title I, Part A. Districts have flexibility on how to target the funds they receive, including how and which schools are funded. States have flexibility on how to target the 10 percent of funding they retain. One way to think about this funding is that it equates to about 80 percent of the most recent year’s Title I, Part A, funding.<br><br></li><li> <strong>The&#160;</strong><strong>$3 billion <a href="https&#58;//oese.ed.gov/offices/education-stabilization-fund/governors-emergency-education-relief-fund/">Governor’s Emergency Education Relief</a> Fund</strong>. States will receive funds based on a combination of both school-age population and rates of poverty, and governors have wide discretion over use of these funds to support K-12 or higher education.<br><br></li><li> <strong>The $14.25 billion <a href="https&#58;//www2.ed.gov/programs/heerf/index.html">Higher Education Emergency Relief</a> Fund</strong>. Institutions of higher education will receive this funding directly, and they have broad latitude over its use, although at least 50 percent of their allocations must support emergency financial aid grants to students for expenses, such as food, housing, course materials, technology, healthcare and child care. About $1 billion of the higher education relief fund is earmarked for Historically Black Colleges and Universities as well as Minority Serving Institutions. </li></ol></ol><blockquote> Other provisions in the CARES Act directly support early childhood education, including <strong>$3.5 billion for the Child Care and Development Block Grant </strong>program and<strong> $750 million for Head Start.<br><br> </strong> <strong>Afterschool providers should consider additional relief offered through small business loans</strong>. Through the <a href="https&#58;//www.uschamber.com/sites/default/files/023595_comm_corona_virus_smallbiz_loan_final.pdf">Paycheck Protection Program</a>, the CARES Act provides federally guaranteed loans to small businesses—including nonprofits—with fewer than 500 employees. These loans can be forgiven if the employer keeps its employees on the payroll. After the enactment of the CARES Act, the Paycheck Protection Program quickly depleted its $350 billion allocation; however, Congress has passed a bipartisan agreement to replenish some of its funding. </blockquote><ol start="2"><li> <strong><em>The U.S. Department of Education will allocate K-12 education funds to states, which will then disburse funds to districts, but this could take several weeks or more. </em></strong> </li></ol><blockquote> On April 23, the Secretary of Education <a href="https&#58;//www.ed.gov/news/press-releases/secretary-devos-makes-available-over-13-billion-emergency-coronavirus-relief-support-continued-education-k-12-students">released the application</a> states &#160;will need to fill out to receive K-12 funding from the Education Stabilization Fund. States have until July 1 to complete the applications, and once received by the department, they are to be reviewed and approved within three business days. The department’s state application forms require states to provide technical assistance, if applicable, to districts on district use of funding for remote learning. The form also asks states to describe how they could use their state funding to support technology capacity and student access to technology.&#160; <br> <br> Each state will make Elementary and Secondary Relief Funds available to districts, using Title I formulas. The districts will then make decisions about funding priorities. Although there is an expectation that all involved will move quickly, the process could well take time to unfold—even as states and districts approach the end of their school and/or fiscal years. This means that district and school leaders should consider thinking about use of funds not only for immediate needs but also for the longer term, that is, over the summer and into the coming school year.<br></blockquote> <img alt="The-CARES-Act.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/The-CARES-Act/The-CARES-Act.jpg" style="margin&#58;5px;" /> <br> <ol start="3"><li> <strong><em>The CARES Act provides districts (and states) with broad discretion over how they use new funds. </em></strong></li></ol><blockquote> The Elementary and Secondary Relief Fund provides <em>district</em> leaders with broad authority over both the targeting of funds to specific schools and the use of funds more broadly. The CARES Act includes a long list of allowable activities, including any activities authorized under a range of existing federal education laws, as well as a long list of activities broadly related to coronavirus, such as support for principals and other school leaders to meet the needs of their schools; support for education technology essential to&#160; &#160;distance learning; and support for measures to address the unique needs of low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness and foster care youth. Also on the list is support for summer learning and afterschool programs.<br></blockquote> <img alt="Allowable-Activities.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/The-CARES-Act/Allowable-Activities.jpg" style="margin&#58;5px;" /> <br> <blockquote> States, meanwhile, have broad authority over spending from the Governor’s Education Relief Fund and their 10 percent share of dollars from the Elementary and Secondary Fund.<br><br> Given this, state, district and school leaders should quickly consider&#58; <ul><li>How to use federal funds most effectively; </li><li>What data, evidence and input they will use to inform those decisions; and</li><li>How to coordinate efforts and adopt the most coherent approach across funding streams, including with regard to CARES Act funds supporting early childhood and higher education.</li></ul></blockquote><ol start="4"><li> <strong><em>The CARES Act creates expedited waiver authority regarding ESSA requirements, but federal civil rights laws remain. </em></strong> <br></li></ol><blockquote> <span><span>In addition to establishing the Education Stabilization Fund, the CARES Act authorizes the Secretary of Education to approve, upon state request, expedited waivers from ESSA requirements, including those regarding state assessments, accountability, and data reporting. If subject to waivers, schools identified for school improvement this school year would retain that status for the 2020-2021 year. Before the CARES Act became law, Education Secretary Betsy DeVos had already begun to <a href="https&#58;//www2.ed.gov/policy/gen/guid/secletter/200320.html">approve state waivers</a> for these requirements under existing ESSA waiver authority.</span></span><br><br>It is important to note that the CARES Act does not permit states or the Education Secretary to waive federal civil rights requirements. However, the act does require the secretary to report to Congress within 30 days on what additional waivers may be necessary, including with regard to the Individuals with Disabilities Education Act.<br><br> Upon request by a state or district, the education secretary may waive several financial requirements in ESSA, according to the CARES Act. &#160;Among them are the limitation on carrying over Title I funding from the previous year, the requirement that a school have 40 percent of its students qualify for Title I to use funds schoolwide and the definition of “professional development” (so that districts can train and support teachers using methods that would not otherwise qualify). Also subject to waiver is the restriction on how much Title IV funding can be used for technology infrastructure and the requirement for a school to complete a needs assessment to justify use of Title IV funding. On April 6, the Secretary announced the creation of <a href="https&#58;//www.ed.gov/news/press-releases/secretary-education-betsy-devos-authorizes-new-funding-flexibilities-support-continued-learning-during-covid-19-national-emergency">a streamlined process</a> so that states can be approved for these waivers within one business day.<br><br> Last, the act requires states and districts to continue to meet “maintenance of effort” requirements regarding state and local education funding. However, the act also empowers the secretary to waive this requirement if states experience a “precipitous decline in financial resources.” <p></p></blockquote><ol start="5"><li> <strong><em>There are several actions that school and district leaders should consider taking now to promote the most efficient, effective use of CARES Act funds.</em></strong></li></ol><blockquote> In the next several weeks, states and districts are slated to begin receiving CARES Act funds. The <a href="https&#58;//www.cbpp.org/research/state-budget-and-tax/how-much-will-states-receive-through-the-education-stabilization-fund">specific amounts</a> have already been estimated for each state and district. There are three immediate steps that school and district leaders can take to prepare for these funds&#58; <p></p><ol type="A"><li> <strong>Identify</strong><strong> the most critical needs—now and over time.</strong>&#160; As noted above, school districts and states will have significant flexibility in use of CARES Act funds, including with regard to which schools and students are supported, and how funds are used. Now is the time to consider key data and evidence, as well as stakeholder input, to identify highest priorities. Given the outsized impact this crisis is having on the most marginalized children and families, decision makers should pay particular attention to equity and the children in greatest need, as well as to ensuring equitable access to education services consistent with federal civil rights laws. <br> <br> <ul><li> <em>For district and school leaders. </em>Consider issues such as how these funds can close equity gaps in remote learning, support school communities that need them most, promote summer learning to mitigate further learning loss and aid good faith efforts to ensure equitable access to education resources for students with disabilities. <br> <br></li><li> <em>For state leaders. </em>Consider statewide priorities but also how funds can be directed at places and populations with the greatest needs. Also consider whether and how to seek ESSA waivers while still keeping critical systems of data and school improvement in place long term. Finally, consider making widely available evidence on effective approaches to supporting districts, schools and students during the pandemic.<br><br></li></ul></li><li> <strong>Maintain</strong><strong> and improve systems for effective coordination and integration of funds. </strong>Districts and states have authority over different CARES Act funding sources. This means it will be important for school, district and state leaders to coordinate effectively about how best to target and use funds as part of a coherent approach to spending. Because CARES Act funds are supplemental and flexible, they can be combined with other state and local funds and strategies (including under ESSA plans) to promote an integrated approach. Further, family and community engagement can play a key role in making the best decisions and having the greatest impact.&#160; <br> <br> <ul><li> <em>For district and school leaders. </em>Consider how to best engage families and communities to help identify the greatest needs and best strategies, and how to best engage with state leaders as well. <br> <br></li><li> <em>For state leaders. </em>Consider what existing or new mechanisms could be used to ensure coordination and learning from the field. Think about how funds could be used most strategically with other plans and establish systems to determine how CARES Act funds are spent. This can help support continual review and improvement in use of funds over time.<br><br></li></ul></li><li> <strong>Analyze</strong><strong> and track additional needs as early as possible.</strong> The coronavirus crisis is far from predictable. Uncertainties include the duration of the pandemic as well as its impact on public health and safety, the economy, and state and local revenues. What it will mean for education opportunity and learning is another question mark. Further, the crisis could extend well into the next school year or beyond, and we cannot know when things will return to “normal” or what “normal” will or should look like. CARES Act funds are likely to be helpful but insufficient. Key national organizations representing school and district leaders have already begun to identify likely priorities for additional funding. To inform other policy actions over time, school, district and state leaders should act early to analyze the likely impact of the crisis on children’s development—academically, socially and emotionally—and on the education system. <br> <br> <ul><li> <em>For district and school leaders. </em>Plan now for different scenarios in the fall and identify likely strategies and needs given your circumstances, including with regard to issues such as professional learning, student diagnostic assessments,​ and child and family supports.&#160; <br> <br></li><li> <em>For state leaders. </em>Consider the same statewide, particularly the budget implications of the current crisis and what it will take to ensure equitable access to education resources, including greater support for children, families and communities in greatest need.</li></ul></li></ol></blockquote>Sean Worley, Scott Palmer1072020-04-23T04:00:00ZFederal Coronavirus Aid Package Provides School and Preschool Funding; Summer and Afterschool Programs Eligible8/27/2020 3:24:12 PMThe Wallace Foundation / News and Media / Wallace Blog / The CARES Act: Five Things That School and District Leaders Need to Know Now The newly enacted federal law in response to 7736https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Year’s Top Blog Posts Signal Interest in SEL, School Leadership24054GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61;GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GP0|#d2020f9f-c87c-4828-b93b-572786ae94a8;L0|#0d2020f9f-c87c-4828-b93b-572786ae94a8|Arts Education;GP0|#8056f3bc-89c1-4297-814a-3e71542163be;L0|#08056f3bc-89c1-4297-814a-3e71542163be|Building Audiences for the Arts<p>​​​​I​f we can glean any trends from our list of most popular posts published on the Wallace Blog this year, it might be&#58; Everything is connected. From arts education programs focused on urban tweens to performing arts organizations with varied audiences, the question seems to be how to get people in the door. Then once there, how to keep them…just as school districts are struggling to retain principals and might find support in RAND’s groundbreaking principal pipeline research. And speaking of school leaders, their growing concern for children’s social and emotional learning (SEL) is more evident than ever.&#160;<br></p><p>We’ve got all that and more in our Top 10 list this year, so go ahead and get connected&#58;&#160;<br></p><p> 10)&#160;<strong><a href="/News-and-Media/Blog/pages/the-benefits-of-arts-education-for-urban-tweens.aspx">The Benefits of Arts Education for Urban Tweens</a></strong><strong>&#58;</strong> Does high-quality arts programming benefit urban tweens? What does it take to recruit young people to these programs—and keep them coming back? Read highlights from this webinar hosted by The National Guild for Community Arts Education and drawn from research and practice in our Youth Arts Initiative. <br><br> 9<span style="color&#58;#555555;font-size&#58;14px;">)</span><strong> </strong><a href="/News-and-Media/Blog/pages/principal-retention-findings-from-ppi-report.aspx"><strong>Systematic Approach to Developing School Leaders Pays Off for Principal Retention</strong></a><strong>&#58;</strong> Principal turnover disrupts schools, teachers and students, and the cost to replace a principal is about $75,000. This blog post investigates the principal retention finding of &#160;<a href="/knowledge-center/pages/principal-pipelines-a-feasible,-affordable,-and-effective-way-for-districts-to-improve-schools.aspx">RAND’s groundbreaking report</a> on building principal pipelines. <br><br> 8<span style="color&#58;#555555;font-size&#58;14px;">)</span><strong> </strong><a href="/News-and-Media/Blog/pages/what-if-districts-focused-not-just-on-preparing-and-hiring-principals-but-also-retaining-them.aspx"><strong>What If Districts Focused Not Just on Preparing and Hiring Principals But Also Retaining Them</strong></a><strong>&#58;</strong> For more on principal retention, Marina Cofield, then the senior executive director of the Office of Leadership at the New York Department of Education, discusses why the nation’s largest school system decided that school leader retention mattered—and what the district did about it.<br><br> 7<span style="color&#58;#555555;font-size&#58;14px;">)</span> <strong><a href="/News-and-Media/Blog/pages/could-federal-funding-help-pay-for-arts-ed-in-your-school.aspx">Could Federal Funding Help Pay for Arts Education in Your School?</a></strong> The authors of <a href="/knowledge-center/pages/review-of-evidence-arts-education-research-essa.aspx">a report exploring research on approaches to arts education</a> under the Every Student Succeeds Act discuss the types of activities and approaches that qualify for funding, the results arts-education interventions could yield and how educators might use their report to improve arts education in their schools.<br><br> 6<span style="color&#58;#555555;font-size&#58;14px;">)</span> <strong><a href="/News-and-Media/Blog/pages/five-organizations-five-different-strategies-to-build-arts-audiences.aspx">Five Organizations, Five Different Strategies to Build Arts Audiences</a></strong><strong>&#58;&#160; </strong>Organizations&#160;from our Building Audiences for Sustainability (BAS) initiative share early results from their efforts to tap new audiences while continuing to engage current attendees. As detailed in accounts from our BAS Stories Project, the work of the five varies&#160;widely;&#160;some strategies show&#160;success, some falter&#160;and many fall somewhere in between.<br><br> 5<span style="color&#58;#555555;font-size&#58;14px;">)</span><strong> </strong><a href="/News-and-Media/Blog/pages/implementation-gets-the-job-done-benefiting-kids-by-strengthening-practices.aspx"><strong>Implementation Gets the Job Done, Benefitting Kids by Strengthening Practices</strong></a><strong>&#58; </strong>Wallace’s recently retired director of research, Ed Pauly, shares insights from his decades-long career into why implementation studies matter, highlighting examples from recent Wallace work.<br><br> 4<span style="color&#58;#555555;font-size&#58;14px;">)</span> <strong><a href="/News-and-Media/Blog/pages/looking-toward-a-nation-at-hope.aspx">Looking Toward a Nation at Hope&#58;</a></strong><strong> </strong>Rooted in findings that academic learning and social and emotional learning are intertwined, <a href="http&#58;//nationathope.org/report-from-the-nation/">a report released earlier this year by The Aspen Institute</a> shares recommendations and next steps for supporting a more holistic learning approach.<br><br> 3<span style="color&#58;#555555;font-size&#58;14px;">)</span> <strong><a href="/News-and-Media/Blog/pages/choosing-the-right-social-and-emotional-learning-programs-and-practices.aspx">Choosing the Right Social and Emotional Learning Programs and Practices</a></strong><strong>&#58; </strong>More from the SEL front&#58; RAND researchers discuss the importance of social and emotional learning and their new guide meant to help educators adopt evidence-based programs that fit needs of students and communities.<br><br> 2<span style="color&#58;#555555;font-size&#58;14px;">)</span>&#160;<strong><a href="/News-and-Media/Blog/pages/what-leading-for-equity-can-look-like-paul-fleming.aspx">What Leading for Equity Can Look Like</a></strong><strong>&#58; </strong>Paul Fleming, assistant commissioner for the teachers and Leaders Division at the Tennessee Department of Education, discusses the importance of equity and how a publication on the subject by a statewide team seeks to help schools and districts in Tennessee better support all students.<br><br> 1<span style="color&#58;#555555;font-size&#58;14px;">)</span><strong>​ </strong><a href="/News-and-Media/Blog/pages/helping-principals-support-social-and-emotional-learning.aspx"><strong>Helping Principals Support Social and Emotional Learning</strong></a><strong>&#58; </strong>It’s no surprise that our top post of 2019 falls at the crossroads of school leadership and SEL&#58; Here, guest author Eric Cardwell, president of the National Association of Elementary School Principals, tells of his conversations with educators around the country and the guide for SEL implementation that came out of them. </p> <br>Wallace editorial team792019-12-04T05:00:00ZRead the most popular stories we published this year and the research that inspired them.12/4/2019 5:57:28 PMThe Wallace Foundation / News and Media / Wallace Blog / Year’s Top Blog Posts Signal Interest in SEL, School Leadership Read the most popular stories we published this year and 1529https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Staff Expertise, Careful Communications to Parents Fuel Successful SEL Efforts5426GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​​​Growing up in a home with domestic violence, Byron Sanders remembers&#160;afterschool programs being&#160;a refuge for him.&#160;In football, track and theater,&#160; the president and CEO of Big Thought in Dallas said, he could be a “happy, effervescent kid.”</p><p>“Afterschool was also my pathway to opportunity,” he told the audience of 150 educators and youth development leaders at an October forum in Chicago hosted by The Wallace Foundation and America’s Promise Alliance. Still, his afterschool experience fell short of its potential, he said, because the social and emotional skills he needed weren’t intentionally taught. That’s still too often the case in afterschool programs, he observed. “How many kids do you know of today,” he asked, “who can access that power, which is what social and emotional learning truly is?”<br></p><p>Social and emotional skills—which can include working productively with a group, managing feelings and resolving conflicts—are increasingly recognized as a key to success in the modern workforce, along with academic learning. A recent <a href="https&#58;//www.nber.org/papers/w21473">study</a> by the National Bureau of Economic Research found that jobs requiring high levels of social interaction made up a growing share of the U.S. labor force, while the percentage of jobs not requiring social skills declined. </p><p>Accordingly, efforts to integrate social and emotional learning (SEL) with academic and out-of-school time have grown exponentially in the past decade. The day-long forum, designed as a pre-conference in advance of the inaugural SEL Exchange hosted by The Collaborative for Academic, Social, and Emotional Learning (CASEL), which drew approximately 1,500 participants, aimed to build on that momentum. Youth development leaders, researchers and educators attending the pre-conference event discussed the latest SEL research and two of the field’s biggest challenges—developing the ability of adults to teach SEL skills and communicating the importance of those skills to the uninitiated.</p><p>“Sometimes it's hard to communicate successfully to people who are skeptics, non-believers or just not yet dialed into this channel,” said John Gomperts, president and CEO of America’s Promise Alliance. Here are highlights from a few of the panel discussions. </p><p><strong>The neuroscience of SEL</strong><br> Deborah Moroney, managing director at American Institutes for Research and a leading researcher on social and emotional learning, remarked on how far the field of social and emotional learning in out-of-school time has come. In the 1990s, researchers began to quantify the effect of afterschool programs on young people’s lives, including long-term outcomes such as finding employment and avoiding incarceration, she said. “We didn’t call it ‘social-emotional learning’ at the time, but the studies were there.”<strong></strong></p><p>The catalyst that linked SEL with out-of-school time, Moroney believes, came in 2007 when Roger Weissberg and Joseph Durlak released a pivotal study of existing research, <em><a href="https&#58;//casel.org/wp-content/uploads/2016/08/PDF-1-the-impact-of-after-school-programs-that-promote-personal-and-social-skills-executive-summary.pdf">The Impact of After-School Programs that Promote Personal and Social Skills.</a></em> “They found that when young people participate in high quality programs defined as—you can say this with me,” she told the audience, “SAFE&#58; sequenced, active, focused and explicit—that they experienced social-emotional growth linked to academic outcomes.” </p><p>Some of the latest SEL research comes from neuroscience. Karen Pittman, president and CEO of Forum for Youth Investment, shared findings from a series of articles by the Science of Learning and Development Project. “What they said wasn’t new,” she noted, “but how they said it was important.”</p><p>Optimal conditions for learning exist, scientists found, in the context of strong relationships, a sense of safety and belonging, rich instruction, individualized supports, and intentional development of essential mindsets, skills and habits, she said. </p><p>The catch is, “we can’t just pick some of these things,” Pittman said. “At the point where we’re not doing all of these things at a threshold of doing good, we actually could be doing harm.”</p><p>For instance, she explained, “we can’t just say, ‘We have to do social-emotional skill-building, let’s bring in a curriculum,’ if we haven’t paid attention to relationships and belonging.”</p><p>But when learning experiences are optimal, she said, “you can actually undo the damage of adversity.&quot;<br></p><p><strong>‘Who you are changes kids’</strong><br> Successfully incorporating SEL skill-building into academics or youth programs depends on having staff competent in using those skills themselves, noted Ron Berger, chief academic officer at EL Education, which provides professional development to a national network of schools. “Who you are is what changes kids—what your staff models.”</p><p>To model strong SEL skills, staff need more than training, Berger said. “There is no way you can build in a couple of days a week of professional learning and assume that’s going to change them. You have to create cultures in schools that are engines for professional growth.”</p><p>That means creating norms for social interaction, such as for dealing with conflict or addressing racial or gender bias, he said. In one school he worked with, the principal inherited a toxic culture. To lay a foundation for new norms, Berger worked with the school on building relationships among adults. “We spent two days as a staff having conversations,” he said. “The whole staff had never been in a circle before. They had always faced the principal. They had never talked about their personal lives, their professional vision. It was hard.”</p><p>BellXcel, a national nonprofit offering afterschool and summer programs, takes a similarly holistic approach to developing SEL skills in adults and kids, said Brenda McLaughlin, chief strategy officer. In addition to professional development, its approach to culture-building includes agreements between staff and students on how to interact with each other and daily “community time” for students to reflect on social and emotional learning. The BellXcel curriculum has language in each lesson for building students’ “growth mindset,” or the belief that their abilities are not fixed but can grow with effort. Cultural norms are continually reinforced, McLaughlin said.</p><p>“Having structures in place over time will change the culture,” she explained. “If you’re not willing to write up your culture and bring it up in staff meetings, people are going to act how they’ve always acted.”<br> </p><p><strong>When ‘grit’ is a dirty word</strong><br> Parents are essential allies in developing children’s SEL skills. Yet the way that practitioners talk about those skills can be confusing to parents, said Bibb Hubbard, president of Learning Heroes, a national nonprofit that provides resources for PTAs, schools, and other organizations to help educate parents.</p><p>A <a href="https&#58;//r50gh2ss1ic2mww8s3uvjvq1-wpengine.netdna-ssl.com/wp-content/uploads/2018/05/DLS-Report-2018-for-distribution-single-pages.pdf">large-scale national study</a> by Learning Heroes found that while K-8 parents agreed on the importance of some SEL competencies such as respect, confidence and problem-solving, they didn’t give much weight to others, including growth mindset, executive functioning and grit, because they didn’t understand them, said Hubbard. “Many folks in out-of-school settings use ‘grit.’ For parents, it sounds negative, dirty, like a struggle. And parents are not comfortable with their kids struggling. They think, ‘I’m not doing my job if they’re having to struggle.’”</p><p>When communicating about the importance of SEL, Hubbard explained, it’s important to carefully define unfamiliar terms and illustrate them with real-life examples.</p><p>Higher Achievement, a national nonprofit with a year-round academic enrichment program for middle school students, partnered with Learning Heroes to pilot an approach to discussing SEL with parents. Lynsey Wood Jeffries, Higher Achievement CEO, explained that those conversations need to be carefully framed. “Families feel, ‘It’s my responsibility that my child become a good human being,’ so training on social-emotion learning for families can come across awkwardly.”</p><p>To overcome that obstacle, Higher Achievement talks about SEL in the context of a goal the nonprofit shares with parents&#58; preparing students to enter college preparatory high schools, Jeffries explained. “To get into a good high school takes a whole host of social-emotional skills. It takes self-efficacy, to feel, ‘I can get into the school and I’m going to take steps to do it.’ It takes executive function, getting all the materials in on time . . .”</p><p>While OST practitioners need to take care in how they communicate about SEL with families, Hubbard said, the good news is that “parents are eager and interested to learn more. So there’s great opportunity there.”</p><p><em>The Wallace Foundation will release a full report on the </em>SEL + OST = Perfect Together<em> forum early in 2020.</em></p> ​<br>Elizabeth Duffrin972019-11-06T05:00:00ZYour 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.11/6/2019 3:08:41 PMThe Wallace Foundation / News and Media / Wallace Blog / Staff Expertise, Careful Communications to Parents Fuel Successful SEL Efforts A forum raises considerations for those 1733https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Implementation Gets the Job Done, Benefiting Kids by Strengthening Practices24080GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61;GP0|#b804f37e-c5dd-4433-a644-37b51bb2e211;L0|#0b804f37e-c5dd-4433-a644-37b51bb2e211|Afterschool;GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GP0|#d2020f9f-c87c-4828-b93b-572786ae94a8;L0|#0d2020f9f-c87c-4828-b93b-572786ae94a8|Arts Education<p>​​Better&#160;​services in schools and afterschool programs. Reforms that work. Exciting new opportunities for young people. They all come from a single source.​​</p><p>It’s not politics.<br></p><p>And it’s not money.</p><p>It’s better professional practices.</p><p>Think about what happens when planning for summer learning programs is left until the last minute. Or when training gaps mean that school and afterschool staff members are unprepared to support kids’ social and emotional development. Or when novice principals who are key to district efforts to improve school leadership have to fend for themselves, without mentors or coaching. <br></p><p>It’s not pretty. How efforts are implemented really matters. Even the best ideas and the most well-resourced programs can’t make up for weak implementation.</p><p>We know this because we’ve seen what happens when implementation goes awry. It’s a problem first pinned down in the 1970s, when Seymour Sarason’s <em>The Culture of the School and the Problem of Change</em> traced the surprising shortfalls of the 1960s “New Math” to lapses in how this approach to grade-school math education was carried out. Notably, teachers asked to teach the new math hadn’t been trained in how to do so. Moreover, the new curriculum wasn’t adapted to the local context, and planning was left until the new books arrived.</p><p>The bottom line was clear&#58; Even the best idea, done with the best of intentions, doesn’t help kids if it isn’t implemented thoughtfully, carefully and with a smart change process that responds to the challenges faced by practitioners.</p><div> <img class="wf-Image-Left" alt="ED_5991.jpg" src="/News-and-Media/Blog/PublishingImages/ED_5991.jpg" style="margin&#58;5px;width&#58;204px;color&#58;#555555;font-size&#58;14px;" /> </div><p>​Practitioners in schools and youth services take their work very seriously, so they know that well-executed programming is the best way they can help kids grow. And at The Wallace Foundation, we take practitioners’ work as seriously as they do. That’s why in addition to supporting improved practices and gathering many kinds of evidence to help enhance services for young people—from cost studies and outcomes data to market research and case studies—we gather practical, reliable lessons on implementation. Indeed, we place the highest priority on finding lessons that practitioners in education, youth services and other fields can use to strengthen their work, overcome barriers to effective programming and assist staff members when new services are being introduced. And we’ve seen how useful and beneficial these lessons are for practitioners and the kids they serve.</p><div>​​Our vehicle for this is the implementation study—independent research, which we commission and publish, that examines how an effort is put into operation. In uncovering both the strong points and flaws of implementation, this research identifies and illuminates the practices needed to carry out an innovation well.&#160;​In the foundation’s early days in the 1990s, for example, researchers examined our initiative to support then-novel efforts by public schools to provide services for children and families beyond regular school hours. Among the lessons in <a href="/knowledge-center/pages/getting-started-with-extended-service-schools.aspx"><em>Getting Started with Extended Service Schools</em></a><em>&#58;&#160;&#160;</em>It’s crucial to include school custodians in planning lest afterschool programming and afterschool cleaning and repairing collide. This simple reminder saved time and backtracking when the 21st Century Community Learning Centers effort began, and the U.S. Department of Education sent each center a copy of <em>Getting Started</em>.</div><div>&#160;</div><p>Here are three examples from our more recent work&#58; </p><p>In our National Summer Learning Project, begun in 2011, we supported five urban school districts as they worked to make high-quality summer learning programs available to children. <a href="/knowledge-center/pages/getting-to-work-on-summer-learning-2nd-ed.aspx"><em>Getting to Work on Summer Learning&#58; Recommended Practices for Success, 2nd ed.</em></a> finds, among other things, that the districts needed to begin summer planning well ahead of summer’s onset if they wanted the programming to be as sound as possible. Best practices uncovered included this&#58; Start planning in January at the latest. </p><p>Our effort to help youth-serving organizations introduce high-quality arts programming for young people in disadvantaged areas began in 2014. <a href="/knowledge-center/pages/raising-the-barre-and-stretching-the-canvas.aspx"><em>Raising the Barre and Stretching the Canvas</em></a>&#160;highlights the ways local Boys &amp; Girls Clubs of America managers integrated teaching artists into their staff teams so the “arts kids” were supported by the entire Club community.</p><p>And then there’s the Principal Pipeline Initiative, launched in 2010, which supported six large school districts as they developed a systematic effort, known as building a principal pipeline, to cultivate a large corps of effective school leaders. A <a href="/knowledge-center/pages/principal-pipelines-a-feasible,-affordable,-and-effective-way-for-districts-to-improve-schools.aspx">recently published outcomes study</a> found that these pipelines proved advantageous to both student achievement and principal retention. The examination of the initiative’s implementation suggests <em>how and why </em>this played out—in part, through flexibility that allowed for local adaptation. Specifically, even though each district set out to build pipelines with common components—such as rigorous job standards and on-the-job supports including mentoring for new principals—each district adapted the components to its circumstances and managed to overcome the barriers that inevitably cropped up locally. In other words, principal pipelines benefit kids when school districts emphasize strong implementation. The evidence is laid out in five Wallace-commissioned implementation reports, <a href="/knowledge-center/pages/building-a-stronger-principalship.aspx"><em>Building a Stronger Principalship</em></a>.</p><p>We are looking forward to future explorations of implementation, too. A forthcoming Wallace-commissioned report from our Partnerships for Social and Emotional Learning Initiative, for example, is setting out to detail how front-line youth workers and teachers find the time to incorporate social and emotional learning into their regular practices.</p><p>Over more than two decades of commissioning and communicating about implementation studies of Wallace’s initiatives, we’ve learned a lot&#58;</p><ul><li>We’ve learned to pay attention to straightforward descriptions of what’s feasible in several different places. Practitioners value descriptions of what their peers have actually done in the real world, because that’s how they see they can do it, too. And we’ve seen that comparisons among several sites deepen the value of the implementation evidence.</li></ul><ul><li>We’ve learned to look at the start-up process, because it points to the stakeholders who need to be at the table and the practical ideas they contribute.</li></ul><ul><li>We’ve learned to identify hindrances to implementation—whether planning oversights, disengaged management teams, unequal treatment of some practitioners, lack of preparation time, staff inexperience or other commonplace operational challenges—and crucially, how practitioners overcome them.</li></ul><ul><li>We’ve learned that sensible adaptations help practitioners respond to their own context—and show people who are considering an improvement approach how they can tweak it to fit their own situation.</li></ul><p>Most of all, we’ve found that <em>every serious improvement effort requires significant operational changes in day-to-day practices and management</em>, so it is essential to probe and learn from the on-the-ground experiences of the front-line practitioners who are serving kids. The payoff for good implementation evidence is feasible, adaptable, practical ideas that enable institutions to engage in continuous improvement of services—with a consistent focus on benefitting young people. Strong practitioners are constantly figuring out how to do their work better. Smart implementation evidence helps them in that and, ultimately, in serving kids. </p><p>Effective implementation is the not-so-hidden story of services that work, and Wallace’s support for disadvantaged young people is rooted in the foundation’s recognition that the right kind of implementation is what gets the job done. That’s the most useful, and most constructive, lesson from Wallace’s work. And it’s the lesson practitioners use.</p><p><span style="text-align&#58;left;color&#58;#555555;text-transform&#58;none;text-indent&#58;0px;letter-spacing&#58;normal;font-family&#58;freightsans_probook;font-size&#58;14px;font-variant&#58;normal;font-weight&#58;400;text-decoration&#58;none;word-spacing&#58;0px;display&#58;inline;white-space&#58;normal;orphans&#58;2;float&#58;none;background-color&#58;#ffffff;"><em>Ed Pauly is Wallace’s director of research</em></span><em>​.</em><br><br></p><div><table width="100%" border="0" cellspacing="0" cellpadding="16" style="background-color&#58;#e4e4e4;"><tbody><tr><td><h3>​<strong>One More Look&#58;&#160; Highlights from Wallace-Commissioned Implementation Evidence</strong></h3><p>Over the years, Wallace-commissioned research has looked at the implementation of initiatives in areas ranging from adult literacy and financial management of not-for-profit organizations to school leadership and summer learning. Which reports have ideas to help strengthen <em>your</em> practices?</p><p> <a href="/knowledge-center/pages/getting-started-with-extended-service-schools.aspx"><em>Getting Started with Extended Service Schools</em></a><em>&#58; Early Lessons from the Field</em><strong>, </strong>Kay E. Sherwood (2000)</p><p> <a href="/knowledge-center/pages/a-study-of-adult-student-persistence-in-library-literacy-programs.aspx"><em>“One Day I Will Make It”&#58; A Study of Adult Student Persistence in Library Literacy Programs</em></a> (2005)</p><p> <em>Aligning Student Support With Achievement Goals&#58; The Secondary Principal’s Guide</em> (2006).&#160; The book is available for purchase online. A free Wallace <a href="/knowledge-center/pages/wallace-perspective-aligning-student-support-with-achievement-goals.aspx">brief</a> highlights key report findings. </p><p> <a href="/knowledge-center/pages/hours-of-opportunity-volumes-i-ii-iii.aspx"> <em>Hours of Opportunity&#58; Lessons from Five Cities on Building Systems to Improve After-School, Summer School, and Other Out-of-School-Time Programs</em></a> (2010)</p><p> <a href="/knowledge-center/pages/the-skills-to-pay-the-bills.aspx"><em>The Skills to Pay the Bills&#58; An Evaluation of an Effort to Help Nonprofits Manage Their Finances</em></a> (2015)</p><p> <a href="/knowledge-center/pages/building-a-stronger-principalship-vol-5-the-principal-pipeline-initiative-in-action.aspx"><em>Building a Stronger Principalship Vol 5&#58; The Principal Pipeline Initiative in Action</em></a> (2016)</p><p> <a href="/knowledge-center/pages/leader-tracking-systems-turning-data-into-information-for-school-leadership.aspx"><em>Leader Tracking Systems&#58; Turning Data Into Information for School Leadership</em></a> (2017)</p><p> <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> (2017)</p><p> <a href="/knowledge-center/pages/designing-for-engagement-the-experiences-of-tweens-in-the-boys-and-girls-clubs’-youth-arts-initiative.aspx"><em>Designing for Engagement&#58; The Experiences of Tweens in the Boys &amp; Girls Clubs’ Youth Arts Initiative</em></a> (2018)</p><p> <a href="/knowledge-center/pages/launching-redesign-university-principal-preparation-programs.aspx"><em>Launching a Redesign of University Principal Preparation Programs&#58; Partners Collaborate for Change</em></a> (2018)</p><p> <a href="/knowledge-center/pages/a-new-role-emerges-for-principal-supervisors.aspx"><em>A New Role Emerges for Principal Supervisors&#58; Evidence from Six Districts in the Principal Supervisor Initiative</em></a>(2018)</p><p> <a href="/knowledge-center/pages/getting-to-work-on-summer-learning-2nd-ed.aspx"><em>Getting to Work on Summer Learning&#58; Recommended Practices for Success, 2nd edition</em></a> (2018)​<br></p></td></tr></tbody></table><p><br>&#160;</p><br></div>Ed Pauly992019-05-20T04:00:00ZStudies Probing How to Carry Out Improvement Efforts Help Practitioners See What Works—and What Doesn’t7/17/2019 6:55:11 PMThe Wallace Foundation / News and Media / Wallace Blog / Implementation Gets the Job Done, Benefiting Kids by Strengthening Practices Studies Probing How to Carry Out Improvement 970https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Building an Effective Afterschool Program…With the Evidence to Back It Up24062GP0|#b804f37e-c5dd-4433-a644-37b51bb2e211;L0|#0b804f37e-c5dd-4433-a644-37b51bb2e211|Afterschool;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>So you want to start an afterschool program or expand the one you’ve got. You have demand in your community and an idea of what kinds of activities you want to offer. You even have a space lined up. What you need now is funding. The good news is that the federal government makes money available for afterschool under a number of funding streams in the 2015 Every Student Succeeds Act (ESSA), particularly through the 21st Century Community Learning Centers program. (President Trump’s latest budget proposal would do away with 21st Century funding in the 2020 fiscal year, but the program has survived other recent efforts at elimination.) In order to be eligible for that money, however, you may need something else&#58; strong, research-based evidence that your program can be effective in improving outcomes for young people. &#160;</p><p>Fortunately, there’s a body of evidence about the effectiveness of afterschool programs already out there. To help providers tap into that research, Wallace commissioned <a href="/knowledge-center/pages/afterschool-programs-a-review-of-evidence-under-the-every-student-succeeds-act.aspx">a report</a> from Research for Action, an independent organization with a focus on education. The report reviews virtually all the available studies of afterschool programs from 2000 to 2017 and identifies those programs that meet ESSA requirements for credible evidence. Research for Action found more than 60 programs—covering all grade levels and almost every type of program—that fall into the top three of four levels of evidence described in ESSA. The report is accompanied by a guide that provides details about each program and summaries of the studies included in the review. </p><p><img class="wf-Image-Right" alt="Ruth-Neild copy.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Building-an-Effective-Afterschool-Program-With-the-Evidence-to-Back-It-Up/Ruth-Neild%20copy.jpg" style="margin&#58;5px;" />We talked to Ruth Neild, the report’s lead author and recently-named president of the Society for Research on Education Effectiveness,&#160; about why afterschool should be more than an afterthought and how providers and policymakers can use her work to create programs that make a difference for students.*</p><p> <strong>What is the need that this report and companion guide are intended to fill?</strong></p><p>ESSA encourages, and, in some cases, requires, providers and districts to use evidence-based practices, and it has specific standards for different levels of evidence. This raises a question&#58; Folks in the afterschool space and the district aren’t researchers, so how in the world are they going to know what the evidence is? How are they even going to access it since a lot of it is behind paywalls? Our contribution to the field is that we’re bringing that evidence out into the open for everyone to take a look at. We did a comprehensive scan of the literature on every afterschool program we could find and reviewed it against the ESSA standards, so districts and providers don’t have to do that for themselves. </p><p> <strong>Why does afterschool programming matter for young people?</strong></p><p>Afterschool programming obviously has the potential, at minimum, to keep students safe and supervised. It also has the potential to help students keep pace academically. A lot of programs, for example, include tutoring and academic enrichment. Beyond that, it has the potential to provide enrichment, including interest exploration and physical activity, that complements the school day and, in some cases, may not be available during the school day. Examples of that include arts, apprenticeships, internships, and self-directed science activities like robotics. In addition to standards of evidence, ESSA talks about a “well-rounded education.” Afterschool can help with that.</p><p> <strong>What are the headlines from your review of the available evidence on the effectiveness of afterschool programs?</strong></p><p>One of the important things this review shows is that, when you do a comprehensive search and assessment of the most rigorous evidence, you find there are many programs that have positive effects and that, taken together, these programs have positive effects on a range of outcomes, whether you’re talking academics, physical health, attendance, or promotion and graduation. I think that is news, actually. There have been questions in the past based on a small handful of studies about whether there are net benefits of afterschool programs. But when you do a comprehensive search and you pull all the studies together and look at the average effects, for most outcomes the average effects are positive, and there are plenty of programs that have had positive impacts on students. </p><p class="wf-Element-ImageCaption"> <img class="wf-Image-Left" alt="Afterschool_Illustration2.1.png" src="/News-and-Media/Blog/PublishingImages/Pages/Building-an-Effective-Afterschool-Program-With-the-Evidence-to-Back-It-Up/Afterschool_Illustration2.1.png" style="margin&#58;5px;" />&#160;<em>The report's companion guide provides summaries, such as this one, on the research about the effectiveness of specific afterschool programs. </em></p><p> <strong>How can program providers use the report and guide in their decision-making?</strong></p><p>For providers, we summarize both branded and unbranded programs. Branded programs are formally organized and have a formal model. They may have a manual and a name. Some afterschool programs are branded, but probably most of them are homegrown models. For providers who might be thinking about purchasing products from the branded programs, the guide is a place to go and check a summary of their evidence. For providers who are developing a homegrown model, looking to see what others have done is a way of doing a tune-up on your own offerings. It helps you to think, “Here’s what I’m offering. What might I be able to expect in terms of outcomes for my kids?” </p><p> <strong>What advice do you have for a provider who may be seeking federal funding for a program that doesn’t already have established evidence of effectiveness?</strong></p><p>First of all, in the afterschool context, a lot is left to the states to determine, so it’s important to know what level of evidence your state is requiring. Another thing providers should do is look in the guide to see if there is a program with important similarities to the one they’re offering that’s been shown to have a positive impact. When you’re putting in evidence to apply for federal funding, that evidence doesn’t haven’t to be from your particular program; it could be from a like program. </p><p>Another important thing to know is that Tier 4 [the fourth level of evidence described in ESSA], offers a door through which a program can be offered, as long as there’s a compelling research-informed argument for why the program would have an impact <em>and</em> it’s being studied for effectiveness. Our review highlights some areas evaluators and programs should keep in mind as they’re figuring out what their evaluations should look like. For example, it’s important to think about getting a large enough sample size, otherwise your program is going to appear to have no statistically significant effects—even if it’s actually effective.</p><p>The afterschool field should also be thinking about what kind and intensity of outcomes afterschool programs can realistically produce. We found an awful lot of programs that use standardized test scores as an outcome. Test scores are easily available from school records. The problem is they’re very hard to budge. Think about school improvement grants&#58; Millions and millions of dollars went into intensive school-day interventions, and it was hard to get a bang out of that. It seems potentially harmful to hold afterschool programs to that standard. The amazing thing is that afterschool programs have done it, but we would encourage providers and funders to think hard about whether there are other meaningful measures that can be used to capture what these programs are trying to change. Sometimes, funders may need to help providers develop those measures.</p><p> <strong>What lessons does your review of the evidence base hold for state and federal policymakers? What can they do to promote effective afterschool programming?<br> </strong> <br> Providers, districts, and schools can be lauded&#58; Great job. You’ve shown that afterschool programs can be evaluated in rigorous ways and have some positive outcomes. Where the field needs to go next is to conduct better studies that test particular approaches, not just a mishmash of different approaches and outcomes. For example, if you’re going to have a program that’s trying to affect academic outcomes, really take a look at what it takes. How much time does it take? Can you offer it two days a week or do you need to offer it five days a week? What kind of staffing do you need to have? Are there requirements or incentives for participation you need to have?</p><p>States are in a great position to incentivize or require providers to develop a learning agenda because they’re re-granting a billion dollars collectively through the 21st Century Community Learning Centers. There is evaluation money built into that program. But I don’t see great examples of states developing clear learning agendas with their grantees. That seems like the next step to me.</p><p>*<em>This interview has been edited and condensed.</em></p>Wallace editorial team792019-03-26T04:00:00ZEducation researcher Ruth Neild on afterschool research and the funding requirements of the Every Student Succeeds Act3/26/2019 5:33:09 PMThe Wallace Foundation / News and Media / Wallace Blog / Building an Effective Afterschool Program…With the Evidence to Back It Up Education researcher Ruth Neild on afterschool 719https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
In Baltimore, Young People Lead the Call for Afterschool and Summer Programs24105GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>There are always a lot of dedicated people in the room when Wallace’s grantees, research partners and other colleagues come together as part of a professional learning community, or PLC. But at the final meeting of our<a href="/knowledge-center/summer-learning/pages/default.aspx"> summer learning </a>PLC in Baltimore recently, one attendee stood out. At age 19, Samirah Franklin is already making a difference in her community and beyond. As lead organizer of the Baltimore Youth Organizing Project, she headed a successful campaign to prevent a 25-percent cut in the city’s funding for youth programming.</p><p>Franklin’s graduation from high school in 2015 coincided with a groundswell of activism following the death of Freddie Gray, a black man who sustained a fatal spinal cord injury while in police custody—one of a number of such incidents nationwide. That summer, she was painting murals as part of a summer jobs program. She had no idea when she signed up for the program that she’d be attending leadership development and community organizing classes in the afternoons when it was too hot for outdoor work. But those classes were the spark that helped her determine the direction of her life. Franklin is living proof of what a good summer program can do.</p><p>As part of a panel discussion on “the power of local action,” Franklin made such a strong impression that we asked to speak with her one-one-one about her advocacy work.*</p><p> <strong>You became an activist in the wake of Freddie Gray’s death. How did you come to focus your attention on youth programming like afterschool and summer programs? How is youth programming connected to social justice?</strong></p><p>“What to do with Baltimore’s young people” is a hot topic in the city. Yet anytime there’s a deficit or money that needs to be shuffled around, youth programming is the first thing to go. We had an idea of what the community wanted because we’re from the community, but we still went out and listened to over 400 young people about what their main concerns were. They said they need more and better rec centers, more and better afterschool programs, year-round employment. A lot of young people are supplementing income for their families. </p><p> <strong>When The Wallace Foundation talks to decision-makers about afterschool and summer learning, we emphasize the need to close the opportunity and achievement gaps between children from low-income families and their wealthier peers. When you talk to civic leaders, what is the argument you make to persuade them?</strong></p><p>It’s never about, “do these programs work?” Everyone knows they work. It’s about priorities. If you know who voted you in, that’s who you cater to. So, our organization quadrupled voter turnout in our neighborhoods, doing serious voter registration drives. We had to show we have adults behind us and they will be voting. Sometimes you wonder, “Maybe if we tell our personal stories, maybe if we do this, maybe if we do that…” It’s not about that. It’s a power analysis. We do the work to understand who we need to move.</p><p> <strong>What role do you think philanthropic institutions like Wallace have to play in the advocacy work you do? How can foundations be an ally to young people in cities like Baltimore?</strong></p><p>In Baltimore, we let philanthropic dollars come in and take over the city’s responsibility to prioritize afterschool programs. A lot of philanthropic organizations do a great job, but they should focus on truly building capacity in the community, equipping the parents of the kids in their programs with the tools to say, “This foundation did so much for us, but it’s time for the city to step up.”</p><p> <strong>What does success look like to you? What is your vision for young people in your community and others like it? How do you measure progress along the way?</strong></p><p>When we see people voting for the first time, we know we’re having small successes. But we also see a murder rate that keeps rising, so we know the impact we’re having isn’t on a great enough scale. I know we won’t save every young person in the city; it’s about the long term. I read a quote from the mayor of Baltimore in 1911 saying, “blacks should be confined in isolated slums,” and that’s exactly what happened. Creating systems that undo that injustice is how I measure success. You have to impact public policy because public policy is ultimately what controls our lives in Baltimore. </p><p> <strong>What advice would you give a young person who wants to make a difference in her community but doesn’t know where to start?</strong></p><p>If there isn’t an organization to join in your city, you might have to start it. Get in a relationship with a few good people. There’s always someone around you who’s spoken about making change. That’s who you work with. Do that relational work. You’ve got to go door-to-door. It can be hard and a little scary, but that’s the slow and patient work of organizing. </p><p>*<em>This interview has been edited and condensed.</em></p>Wallace editorial team792017-11-27T05:00:00ZOrganizer Samirah Franklin on “Creating Systems That Undo Injustice”4/4/2018 4:24:13 PMThe Wallace Foundation / News and Media / Wallace Blog / In Baltimore, Young People Lead the Call for Afterschool and Summer Programs There are always a lot of dedicated people in 434https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Interest in Social and Emotional Learning Heats Up24081GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>There is growing consensus among educators that children must develop skills beyond academics to succeed in the classroom and in life. Often grouped under the term “social and emotional learning,” (SEL), these skills, when nurtured and developed, can ​help kids manage their emotions, build positive relationships, and navigate social situations, among other things. </p><p>As the field of social and emotional learning continues to build momentum, our work at Wallace has begun to focus on helping teachers, afterschool educators and others define what SEL skills are, why they matter, and how practitioners can incorporate them into their programs. Late in 2016, we gleaned a sense of the curiosity on this topic when we held <a href="/knowledge-center/pages/sel-feedback-and-communications-insights-from-the-field.aspx">a webinar</a> with insights from the field collected by Edge Research. The researchers found that practitioners and policymakers were familiar with the term social and emotional learning and that educators in both K-12 schools and out-of-school-time (OST) programs considered building SEL skills a priority.&#160; </p><p>Still nothing prepared us for the keen interest in what’s become our runaway hit&#58; <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>. This in-depth guide to 25 evidence-based programs—aimed at elementary schools and OST providers—seeks to help practitioners make informed choices about their SEL programs. Using the guide, practitioners can compare curricula, program features and methods across top SEL programs, based upon their own needs. Users can also see how programs can be adapted from schools to out-of-school-time settings, such as afterschool and summer programs. </p><p>The apparent need for what is, in effect, the first consumer guide to SEL cannot be overstated&#58; In just several months the 349-page publication has been downloaded almost 10,000 times from our website, and practitioners have been sharing it widely across social media. The guide was written by noted SEL expert Stephanie Jones at Harvard. Complementing the SEL guide is a special edition of <a href="/knowledge-center/Pages/The-Future-of-Children-Social-and-Emotional-Learning.aspx">The Future of Children</a>, a compilation of articles showing that SEL skills are essential for kids and that teachers and OST staff need professional development to help children develop them. Multiple authors, all preeminent voices in the field, urge a greater focus on outcomes at the classroom level and age-appropriate interventions. They also begin to wrestle with the complicated question of how to measure SEL skill development. </p><p>Taken together, these products are helping to build a&#160;canon&#160;for social and emotional learning. We have more publications currently in the works to keep up with new insights and knowledge in this ever-growing field. </p>Wallace editorial team792017-09-21T04:00:00ZWallace Foundation products help inform the emerging field of social and emotional learning, focusing on what we know about SEL programs and practices4/4/2018 7:24:38 PMThe Wallace Foundation / News and Media / Wallace Blog / Interest in Social and Emotional Learning Heats Up New products help inform the emerging field of social and emotional 714https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx

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