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CY/DN Presentation to Goldman Sachs

CY/DN Presentation to Goldman Sachs

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  • 1. A Human Capital Response to the Dropout Crisis:City Year’s Work in America’s SchoolsPresentation to Goldman SachsMay 11, 2011 1
  • 2. City Year: 20 Years of Developing Leaders In an independent study, Policy Studies Associates found that City Year alumni excel on established indicators of civic engagement. CITY YEAR ALUMNI: LEAD: 90% of alumni reported that their City Year experience contributed to their ability to lead others INCLUDE: More than 90% of alumni reported that their City Year experience contributed to their ability to work as part of a team and work with people of diverse backgrounds.C IT Y Y E A R A L U M N I ENGAGE: City Year alumni are three times more likelyL E A D E R S to belong to a community group or civic organization compared to their peers.F O R L I F E VOTE: City Year alumni are twice as likely to vote as their peers 2
  • 3. A National Catastrophe: Facts and FiguresEvery 26 seconds a student in Americadrops out of school. 3x greater: the likelihood that a High School dropout will be unemployed vs. a college graduate “When more than 1 million 8x greater: the likelihood that a High School dropout students a year drop out of high will be incarcerated vs. a college graduate school, its more than a $3 trillion: cost to our nation over the next decade problem, its a catastrophe.” based on the over 12 million students projected to dropout GENERAL COLIN POWELL (Ret) Founding Chair America’s Promise Alliance 75 percent: the four year graduation rate for the U.S. 63percent: the four year graduation rate for New York 55 percent: the four year graduation rate for L.A. 3
  • 4. Dropouts can be identified in as early as 6th grade 6th Graders with The Primary Off-Track 100% Early Warning Indicators for Potential % of student on-track Indicator Dropouts: to graduate Behavior Math 50% Attendance English Behavior 0% Course Performance Grade Sixth grade students with one or more of the indicators have a 10% to 20% chance of graduating from high school on timeNote: Early Warning Indicator graph from Philadelphia research which has been replicated in 10 cities. 4Robert Balfanz and Liza Herzog, Center for Social Organization of Schools at Johns Hopkins University; Philadelphia Education Fund
  • 5. Meeting the Needs of High-Poverty Schools Average School High-Poverty School 15/85 80/20Moderate/High Need Average Need o Public Schools are designed to support 10% - 15% of students who are high-need o In addition to great teachers and school leaders, a Human Capital Strategy is required to address this challenge REQUIRED: A SECOND SET OF FULL-TIME CARING ADULTS IN SCHOOLS
  • 6. Innovation: National Service as a SolutionDiverse Near Peer Full-Time Team-Based Idealistic Leaders 6
  • 7. City Year’s Whole School, Whole Child Service Model Tiers of Impact Targeted Support • For hundreds of students in school • Academic and socio-emotional Classroom Support • Enable differentiated instruction • Reinforced classroom learning after school • School climate, attendance, positive behavior & enrichment programsWhole School Prevention • Family engagementIMPROVED:o Student Attendance, Behavior and Course Performanceo On-time grade progressiono Student mindset and skills for school achievement and civic participation 7
  • 8. A Full-Time Resource in a Child’s Life: A Typical Day 7:30 amAttendance B C 8
  • 9. Results: Three Low-performing Middle SchoolsDiplomas Now helped the Feltonville Middle School make AYP for the first time In its second year, Diplomas Now expanded to two additional Philadelphia high poverty middle schools. The three Philadelphia Diplomas Now Schools average 615 students, 84% of whom are eligible to receive free or reduced price lunch. Below are aggregate results for all three schools from the 2009-10 School year. Attendance Behavior Course Performance # of Students with less than # of Students with 3 or more # of Students receiving an F in 80% Attendance negative behavior marks Math or English60 100 52% 35 82%50 55% 80 Reduction 30 Reduction Math40 Reduction 2530 60 20 English 40 1520 10 78%10 20 5 Reduction 0 0 0 June 2009 June 2010 June 2009 June 2010 June 2009 June 2010 9
  • 10. Diplomas Now Results: High-need Los Angeles Middle Schools Diplomas Now was implemented in two high poverty middle schools for the first time in the 2009-10 school year. Below are aggregate results for Liechty and Hollenbeck Middle Schools among targeted students. Early Warning Indicators Course Performance Students Displaying EWIs Students Passing math and English 66%of students300 decreased EWIs 138% 180250 increase Students Students with 1+ with 140200 EWI Fewer 66% EWIs increase150 100100 Math 60 Students English50 with no change 20 0 Start of Year End of Year Start of Year End of Year 10
  • 11. With City Year Support: NYC Attendance Rates Rise % of Students who have Improved Attendance this year and had under 80% Attendance in Fall 2009-2010* 100% City Year Schools 75% All Schools 50% 25% Students with Attendance Mentors Students mentored by City Year are making larger attendance gains than students in other schools. 11*n = 495 for students with City Year as Success Mentors; FY2010-2011.
  • 12. A Highly-leveraged InvestmentA Leveraged 2:1 Investment Public Education Funding Trend ($M) School AmeriCorps District Private Sector 12
  • 13. Strengthening School Turnaround StrategiesTargeted Support andWhole School Integrated StudentPrevention Supports Instructional supports  Integrated student supports Attendance monitoring and  Case management for social service referrals coaching  Small group and individualized counseling Behavior monitoring and coaching Targeted Support and Afterschool/extended learning Whole School Prevention Teams of near peer mentors One on one small group mentoring Whole School Reform Whole school positive climate  School organization and scheduling (double and triple dosing)  Teacher teaming and research-based curriculum  Job-embedded professional development  Early Warning Indicator and Response Systems  School climate 13
  • 14. Diplomas Now 14
  • 15. Diplomas Now: i3Grantee Investing in 1,700 Applicants 49 Grantees Innovation (i3)o $30M federal grant + $6M matcho Largest secondary school turnaround granteeo 60 schools in 10+ districtso Conduct study focusing on the conditions necessary to: “Cutting-edge ideas that will - Achieve 80% grad rates in high schools produce the next generation for - Reduce by 66% the number of students entering high reform.” school below grade level - Secretary of Education Arne Duncan 15
  • 16. In School and On Track: A National ChallengeCity Year’s In School & On Track initiative seeks to reach 50% of all of the studentswho are falling off track in City Year’s 20 U.S. locations, which will requireexpanding the number of corps members from 1,500 to over 6,200 nationally. Today 20 sites at scale Schools Served 160 519 City Year corps members 1,700 6,223 Total Students reached 75,000 432,000 Off-track students reached 20,000 125,000 Targeting expansion to cities with highest dropout rates New York Scale Goal: Los Angeles Scale Goal: 743 corps members in 57 schools 510 corps members in 33 schools 16
  • 17. Scale in New York 17
  • 18. Scale in South Bronx Full deployment South Bronx Corps Members South Bronx 190 130 70 Current Year 1 Year 2 SBX Corps Members 71 130 190 SBX Schools Served 6 10 14 SBX Students Back On Track 700 1,300 2,000 Total NY Corps Members 254 304 374 18
  • 19. Time-sensitive Opportunity: New York Grow City Year to Four Turnaround High Schools With City Year, nearly 500 off- track students will get back on track to graduate Cost: $350,000 Cost: $350,000 Cost: $350,000 Cost: $350,000 Committed: Committed: Committed: Committed: $100,000 $100,000 $100,000 $100,000 Federal i3 Grant Federal i3 Grant Federal i3 Grant Federal i3 Grant Funds Funds Funds Funds $100,00 $100,00 $100,00 $100,00 NYDOE School NYDOE School NYDOE School NYDOE School Improve Grant Improve Grant Improve Grant Improve Grant Funds Funds Funds Funds Gap: $150,000 Gap: $150,000 Gap: $150,000 Gap: $150,000Need: $600,000 in Investments by September 1st to seize this opportunity
  • 20. Scale in Los Angeles 20
  • 21. Scale in South Los Angeles Full deployment South Los Angeles Corps Members 124 South Los Angeles 104 85 44 Current Year 1 Year 2 Year 3 SLA Corps Members 44 85 104 124 SLA Schools Served 4 8 9 10SLA Students Back On Track 700 1,300 1,500 1,800Total LA Corps Members 185 210 220 300 21
  • 22. Time Sensitive Opportunity: Launch Phase 1 of City Year Scale Plan in South Los Angeles Cost: $422,125 Cost: $422,125 Cost: $422,125 Cost: $422,125 Committed: Committed: Committed: Committed: $130,625 $130,625 $130,625 $130,625 Federal Federal Federal Federal AmeriCorps AmeriCorps AmeriCorps AmeriCorps $100,00 School $100,00 School $100,00 School $100,00 School Partnership Partnership Partnership Partnership Payment Payment Payment Payment $66,500 Private $66,500 Private $66,500 Private $66,500 Private Foundation Foundation Foundation Foundation Gap: $125,000 Gap: $125,000 Gap: $125,000 Gap: $125,000Need: $500,000 in Investments by September 1st to seize this opportunity
  • 23. US Secretary of Education Arne Duncan "Im convinced that City Year is perhaps uniquely positioned to be our partner and to be the partner at the local level to transform schools that have historically struggled." “We need greater scale so that in all of City Year’s locations, we think about doubling, tripling, quadrupling your presence." 23
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  • 25. Appendix 25
  • 26. Advancing Response to Intervention Strategies City Year’s WSWC model is helping at least 15 districts accelerate their RTI strategies. City Year is uniquely positioned to deliver Tier 2 supports City Year’s Tiered Intervention Framework Integrated Tier 3: Student Services EXAMPLE: Specialized Integrated Tier 3: InterventionStudent Services Specialized Intervention City Year Boston was Tier 2: Targeted Early Intervention identified by district Tier 2: Targeted Early Intervention leadership to be the primary provider of Tier Tier 1: Whole School Supports 2 interventions in 5 Tier 1: turnaround schools. Whole School Supports Attendance Behavior English Math Initiative Initiative Initiative Initiative Attendance Behavior English Math Initiative Initiative Initiative Initiative 26 Adapted from: Comprehensive School Reform Plan, Dwyer & Osher 2000
  • 27. Corps Member Training & Support City Year uses an experiential learning model to prepare corps members to lead our educational interventions in schools, incorporating direct training, in-service observation and coaching, guided reflection and frequent performance assessment and review. September October November December January February March April May JuneTrainers: Two Week• City Year Training Staff National• School Staff Staff Training• District PD Partners• External Experts Four Week Basic Training Academy With Integrated Weekly District/School Practicum Leadership Development DaysTraining topics include: Three Day• Data-driven instructional planning and development Advanced Training Academy• Building school and class culture• Math and literacy content and intervention strategies• Youth development and learning theory Weekly Leadership Development Days• Developing positive, supportive relationships with youth to boost achievement• Social make up of local communities• Engaging parents and families• Building the self-identity of corps members as life long learners, youth developers, and civic leaders 27
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  • 31. Middle School Results Philadelphia and Los Angeles Substantial decreases in course failures in math and English Course Performance # of Students failing 250 Math and English 54% Reduction # of students Math 150 39% Reduction English 50 Start of Year End of Year 31Math N=236; English N=206. 2009-10 school year. Data from five middle schools representing approximately one fifth of City Year’s middle school footprint.
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