This document provides a summary of Teach For America's (TFA) work in Jacksonville, Florida over the past 7 years. It discusses how TFA partnered with Duval County Public Schools in 2008 and now has nearly 200 corps members teaching in over 40 high-need schools, reaching over 16,000 students. It highlights the community support that raised $4 million to bring TFA to Jacksonville and discusses results including academic growth for thousands of students and principals satisfied with corps members. The report provides an overview of TFA's model and impact in Jacksonville.
13.5.28 final city year linden mc kinley contributionhmhollingsworth
City Year is partnering with AT&T and Columbus City Schools to implement the Diplomas Now program at Linden-McKinley STEM Academy in Columbus, Ohio. The program provides academic and social support to help at-risk 9th grade students stay in school and graduate. Early results show improvements in attendance, behavior, and academic performance. AT&T is contributing $1.2 million to support City Year's work in schools through this partnership and other programs. The goal is to increase graduation rates and help prepare more students for post-secondary success.
This document provides a summary of Catholic Partnership Schools' 2014-2015 activities and accomplishments. It discusses:
1) Catholic Partnership Schools' mission to strengthen and sustain excellence in Camden's Catholic K-8 schools through a network of five partnership schools.
2) Highlights from the past year including student achievement, education summits, awards received, and extracurricular success.
3) Thanks donors and supporters for helping achieve their goals of providing faith-based education and opportunities to the children of Camden.
This document discusses a United Methodist Church resolution on public education. It affirms that education is a right for all children and calls on the church to support, strengthen, and reform public schools. It notes challenges facing North Carolina public schools like decreased funding, teacher shortages, and educational disparities. The document calls United Methodists to advocate for issues like adequate funding, support for teachers, early childhood education, and ensuring a quality education for all children.
The Gateway to College National Network has grown from a single program in Portland, Oregon in 2003 to a network of 43 colleges in 23 states. In the 2012-2013 academic year alone, over 4,200 formerly disengaged students changed their lives through the Gateway to College program, with a record 671 students graduating with both a high school diploma and an average of 35 college credits. The network has had measurable success, with 73% of Gateway graduates continuing on to post-secondary education and earning college credentials at high rates.
The Schools Foundation is a nonprofit organization that has directed over $1.5 million to public schools in Madison County since 2000. Their mission is to raise expectations and community support for the schools to achieve world-class performance from principals, teachers, and students. They will provide an additional $4.2 million to area high schools over the next 5 years. Graduation rates have increased in Alabama in recent years, but the state still ranks behind others, so continued focus and community support is needed to improve education outcomes.
Charter schools vs. public schools blogfelelbert75
Charter schools first opened in 1992 in Minnesota and now make up 7% of all public schools across 43 states. Los Angeles and New York City have the highest numbers of charter school students. Charter schools are publicly funded schools of choice that have more operational flexibility than traditional public schools but are held accountable for academic and financial performance. If charter schools do not meet goals, they can be closed. Some charter schools have been established in low-income communities and communities of color to address issues of inequality in public education.
The Board of Education approved Bob Davis, principal of Ka'ala Elementary, to become the new complex area superintendent for the Leilehua-Mililani-Waialua region, replacing the retiring John Brummel. Davis is praised as a tremendous leader who improved student outcomes at Ka'ala Elementary and cares about student well-being. Anne Marie Puglisi was also named the new director of the Civil Rights Compliance Office, bringing experience in employment and labor law.
75 examples of how bureaucracy stands in the way of america's students and te...Jay Ar Serrano
This document outlines challenges faced by school districts and education systems due to bureaucracy. It notes that bureaucratic systems and policies over decades have led to fewer classroom resources, lack of teacher support, and low morale. The document then lists 75 specific examples of how bureaucracy stands in the way of students and teachers, such as resources not reaching classrooms, teachers lacking necessary support and training, low academic expectations for students, and meaningless teacher evaluations.
13.5.28 final city year linden mc kinley contributionhmhollingsworth
City Year is partnering with AT&T and Columbus City Schools to implement the Diplomas Now program at Linden-McKinley STEM Academy in Columbus, Ohio. The program provides academic and social support to help at-risk 9th grade students stay in school and graduate. Early results show improvements in attendance, behavior, and academic performance. AT&T is contributing $1.2 million to support City Year's work in schools through this partnership and other programs. The goal is to increase graduation rates and help prepare more students for post-secondary success.
This document provides a summary of Catholic Partnership Schools' 2014-2015 activities and accomplishments. It discusses:
1) Catholic Partnership Schools' mission to strengthen and sustain excellence in Camden's Catholic K-8 schools through a network of five partnership schools.
2) Highlights from the past year including student achievement, education summits, awards received, and extracurricular success.
3) Thanks donors and supporters for helping achieve their goals of providing faith-based education and opportunities to the children of Camden.
This document discusses a United Methodist Church resolution on public education. It affirms that education is a right for all children and calls on the church to support, strengthen, and reform public schools. It notes challenges facing North Carolina public schools like decreased funding, teacher shortages, and educational disparities. The document calls United Methodists to advocate for issues like adequate funding, support for teachers, early childhood education, and ensuring a quality education for all children.
The Gateway to College National Network has grown from a single program in Portland, Oregon in 2003 to a network of 43 colleges in 23 states. In the 2012-2013 academic year alone, over 4,200 formerly disengaged students changed their lives through the Gateway to College program, with a record 671 students graduating with both a high school diploma and an average of 35 college credits. The network has had measurable success, with 73% of Gateway graduates continuing on to post-secondary education and earning college credentials at high rates.
The Schools Foundation is a nonprofit organization that has directed over $1.5 million to public schools in Madison County since 2000. Their mission is to raise expectations and community support for the schools to achieve world-class performance from principals, teachers, and students. They will provide an additional $4.2 million to area high schools over the next 5 years. Graduation rates have increased in Alabama in recent years, but the state still ranks behind others, so continued focus and community support is needed to improve education outcomes.
Charter schools vs. public schools blogfelelbert75
Charter schools first opened in 1992 in Minnesota and now make up 7% of all public schools across 43 states. Los Angeles and New York City have the highest numbers of charter school students. Charter schools are publicly funded schools of choice that have more operational flexibility than traditional public schools but are held accountable for academic and financial performance. If charter schools do not meet goals, they can be closed. Some charter schools have been established in low-income communities and communities of color to address issues of inequality in public education.
The Board of Education approved Bob Davis, principal of Ka'ala Elementary, to become the new complex area superintendent for the Leilehua-Mililani-Waialua region, replacing the retiring John Brummel. Davis is praised as a tremendous leader who improved student outcomes at Ka'ala Elementary and cares about student well-being. Anne Marie Puglisi was also named the new director of the Civil Rights Compliance Office, bringing experience in employment and labor law.
75 examples of how bureaucracy stands in the way of america's students and te...Jay Ar Serrano
This document outlines challenges faced by school districts and education systems due to bureaucracy. It notes that bureaucratic systems and policies over decades have led to fewer classroom resources, lack of teacher support, and low morale. The document then lists 75 specific examples of how bureaucracy stands in the way of students and teachers, such as resources not reaching classrooms, teachers lacking necessary support and training, low academic expectations for students, and meaningless teacher evaluations.
This document provides information about the Center for School-University Partnerships (CSUP) at Minnesota State University, Mankato for the 2011 spring semester. It discusses how CSUP has expanded partnerships to new school districts and grown connections between education professionals to better support teacher candidates. New initiatives like the AVID partnership and online InfoBrief aim to strengthen collaboration across the professional development school network and transform teacher preparation.
The Schools Foundation’s purpose is to bridge together
community leaders, the business community and our schools. We support the Huntsville City, Madison City and Madison County school districts by providing enhanced professional development and learning opportunities for our principals and teachers which directly
impacts student success. These opportunities are made available through community philanthropic support. In 2015, we will continue to strive to deepen support for education
with the goals of increasing public awareness, commitment and engagement for our schools which, in turn, strengthens our community.
The Schools Foundation Annual Report 2015Mandy Wallace
The Schools Foundation is a non-profit organization that supports three school districts in Alabama. In 2015, the Foundation helped the districts through programs like professional development for principals and teachers. It aims to increase community support and engagement for public education. The annual report outlines the Foundation's goals, financial information, and thanks contributors who help fund its programs.
David Catania's Vision to Secure Our City's FutureMark Wills
This document summarizes David Catania's positions and plans on education issues in Washington D.C. It discusses his record of delivering funding for at-risk students and special education reform. It outlines his vision to ensure equal programming across schools, close achievement gaps, fund college access through the D.C. Promise program, strengthen career and technical education, and accelerate school improvement. The document provides background on challenges in D.C. education like disparities between schools and low graduation rates, and argues that Catania's proposals will help address these issues.
The document discusses the pros and cons of charter schools. It argues that charter schools are a good idea as they allow for academic freedom and different approaches to meeting educational standards. Charter schools are publicly funded but more autonomous, having more flexibility around curriculum but still being held accountable for student performance. The document addresses criticisms of charter schools around funding, student performance, and access, but overall argues that with parental involvement, charter schools can resolve these issues and provide innovative learning environments.
This document provides an overview of a report titled "Community & Family Engagement: Principals Share What Works" published by the Coalition for Community Schools. It includes acknowledgments of principals who were interviewed for the report, information about the Coalition for Community Schools, ordering details for the report, and a table of contents that lists topics like the six keys to community engagement and strategies for engaging families, staff, partners, and the public. The document serves as an introduction to the full report.
A presentation for a small rural public school staff in the Adirondack Mountain region of New York State. This presentation focuses on the contemporary impact of poverty on rural NYS and on learning for students, family engagement, and school culture.
The document is a report from seven nonprofit organizations called the Columbia Group that work to improve education in Southern states. It finds that while education in the South has improved, inequities remain between more affluent and disadvantaged students. It calls on Southern states to make more progress at a faster pace to address these gaps and prepare all students for college and careers. The report recommends states focus on improving teacher quality, providing more support to students, strengthening transitions to college and careers, and ensuring equitable school funding.
Report Card on American Education: Ranking State K-12 Performance, Progress, ...ALEC
The 18th edition of the Report Card on American Education is a comprehensive overview of educational achievement levels, focusing on performance and gains for low-income students, in all 50 states and the District of Columbia.
Authors Dr. Matthew Ladner and Dave Myslinski analyze student scores, looking at performance and improvement over recent years. When combined, these policy measures build the state’s overall policy grade. Furthermore, the Report Card highlights education policies states have enacted and provides a roadmap to best practices, allowing legislators to learn from each other’s education reforms.
This year, Oklahoma Governor Mary Fallin writes an inspirational forward citing her state’s education reforms in teacher quality, school accountability, and literacy.
For more information, please visit www.alec.org.
The document summarizes a presentation given by Teach For America on careers with social impact. Teach For America recruits top college graduates and professionals to teach for two years in low-income communities to help eliminate educational inequity. The presentation provides an overview of Teach For America's mission and experience, shares alumni career paths and profiles, and discusses how business skills are applicable to teaching. It also addresses the complex challenges of educational inequity and concludes with next steps for learning more about Teach For America opportunities.
This document provides an overview of Teach For America, including its mission to eliminate educational inequity, the causes and impacts of inequity, Teach For America's theory of change and program model, the selection and training of corps members, corps member impacts on student achievement, alumni impacts, and considerations for new site development. The summary highlights that Teach For America recruits recent college graduates to teach for 2 years in low-income communities, provides intensive training, and that corps members have been shown to help students achieve greater gains in reading and math than typical.
Community schools equity framework final working draftRashard Dyess-Lane
This document discusses community schools as an essential equity strategy. It argues that community schools can help close opportunity and achievement gaps by providing integrated student supports and services. Community schools bring together school resources with community partners and organizations to address barriers to learning like poverty, health issues, and lack of access to services. When implemented effectively through collaborative leadership structures, community schools have been shown to improve academic outcomes and engage families and communities. Examples from school districts in Oakland, Multnomah County, and Cincinnati illustrate how community schools can advance equity through strategies like restorative justice and targeting supports to disadvantaged groups.
The 2013 annual report summarizes PHENND's activities and accomplishments over the previous year. PHENND is a consortium of over 30 colleges and universities in the greater Philadelphia area working to build mutually beneficial partnerships between higher education institutions and local communities. Key accomplishments in 2013 included hosting a conference on K-16 partnerships attended by over 100 people and launching a new AmeriCorps VISTA project placing coordinators in schools to support partnership development. Going forward, PHENND will continue working towards the goals in its strategic plan to strengthen its member services and funding.
This annual report summarizes the accomplishments of Leadership Public Schools (LPS) in 2012. Key points include:
- Over 97% of LPS graduates in 2012 were accepted to college, with 50% attending four-year universities.
- LPS schools achieved high scores on standardized tests and rankings, with two schools in the top 2% of schools serving similar populations.
- LPS focuses on accelerating student growth, with many students gaining two grade levels in their first year.
- LPS also achieved high proficiency rates in advanced courses like physics through innovative teaching methods.
- Donors and supporters continue to provide funding to support LPS's educational innovations and mission of college readiness for all students.
AT&T is contributing $100,000 to support a team of 10 City Year AmeriCorps members at Linden McKinley STEM Academy in Columbus, Ohio. This collaboration will allow City Year members to provide targeted academic and social-emotional interventions to help keep students in school and on track to graduate. As part of its larger $1.28 million national collaboration with City Year, AT&T aims to support programs that help at-risk students graduate ready for college or career. City Year and AT&T hope this partnership will help more students in Columbus and across the country achieve their full potential.
Presentation given to New Teacher Center for administrators and teachers making a compelling case for teacher leader initiatives as a means of recruiting and retaining great teachers.
families united for education - civic change champion 100418Everyday Democracy
Families United for Education is a national model for community engagement in education, with over 400 members from 44 organizations working to improve educational equity in Albuquerque schools. They developed the first community-written school engagement policy in the US and have advocated for policies and practices that foster inclusion, such as increasing ethnic studies courses. Through persistence and training on racial equity, they aim to ensure all students have equitable opportunities for success.
IDRA 2015 Annual Report – The Power of Possibility: How IDRA and Our Partners...Christie Goodman, APR
IDRA’s 2015 Annual Report highlights the ways in which 2015 was a pivotal year for children both in terms of progress and deepening disparities. It shows how IDRA and our partners are valuing children of all backgrounds by keeping a sharp focus on educational quality and equity. We are producing research and analyses that matter and putting in place effective programs, strategies, policies and solutions to secure public education that works for all children.
The document outlines a proposal to address unequal funding between wealthy and impoverished schools. It notes that public school funding in the US comes partly from local property taxes, creating large discrepancies in funding between rich and poor communities. The proposal suggests distributing any excess funds from wealthier schools equally among all schools. This would provide more resources for low-income schools without penalizing higher-income schools. The goal is to create a more equal playing field and opportunities for all students regardless of family income. Barriers like objections from parents who want money going only to their local schools could be overcome by explaining how this approach helps break the cycle of poverty.
The document summarizes a case study of a rural high school's efforts to strengthen community ties through various partnership programs and activities. The high school worked with a district-wide partnership committee to organize events like a community health fair providing free health screenings. Students helped coordinate many partnership activities and gained real-world work experience through an internship program. The principal and district leaders saw strong school-community connections as important to support educational improvements in the face of limited funding.
The document is the 2014 annual report of the Education Alliance. It summarizes the organization's work over the past year to connect students, schools, and communities. The Alliance launched new programs to connect students with mentors through AmeriCorps and e-mentoring. It also connected schools with business partners through initiatives like Born Learning Academies, Education Elevators, and STEM Works to help improve outcomes for students. The Alliance aims to promote long-term systemic change in public education in West Virginia.
This document provides information about the Center for School-University Partnerships (CSUP) at Minnesota State University, Mankato for the 2011 spring semester. It discusses how CSUP has expanded partnerships to new school districts and grown connections between education professionals to better support teacher candidates. New initiatives like the AVID partnership and online InfoBrief aim to strengthen collaboration across the professional development school network and transform teacher preparation.
The Schools Foundation’s purpose is to bridge together
community leaders, the business community and our schools. We support the Huntsville City, Madison City and Madison County school districts by providing enhanced professional development and learning opportunities for our principals and teachers which directly
impacts student success. These opportunities are made available through community philanthropic support. In 2015, we will continue to strive to deepen support for education
with the goals of increasing public awareness, commitment and engagement for our schools which, in turn, strengthens our community.
The Schools Foundation Annual Report 2015Mandy Wallace
The Schools Foundation is a non-profit organization that supports three school districts in Alabama. In 2015, the Foundation helped the districts through programs like professional development for principals and teachers. It aims to increase community support and engagement for public education. The annual report outlines the Foundation's goals, financial information, and thanks contributors who help fund its programs.
David Catania's Vision to Secure Our City's FutureMark Wills
This document summarizes David Catania's positions and plans on education issues in Washington D.C. It discusses his record of delivering funding for at-risk students and special education reform. It outlines his vision to ensure equal programming across schools, close achievement gaps, fund college access through the D.C. Promise program, strengthen career and technical education, and accelerate school improvement. The document provides background on challenges in D.C. education like disparities between schools and low graduation rates, and argues that Catania's proposals will help address these issues.
The document discusses the pros and cons of charter schools. It argues that charter schools are a good idea as they allow for academic freedom and different approaches to meeting educational standards. Charter schools are publicly funded but more autonomous, having more flexibility around curriculum but still being held accountable for student performance. The document addresses criticisms of charter schools around funding, student performance, and access, but overall argues that with parental involvement, charter schools can resolve these issues and provide innovative learning environments.
This document provides an overview of a report titled "Community & Family Engagement: Principals Share What Works" published by the Coalition for Community Schools. It includes acknowledgments of principals who were interviewed for the report, information about the Coalition for Community Schools, ordering details for the report, and a table of contents that lists topics like the six keys to community engagement and strategies for engaging families, staff, partners, and the public. The document serves as an introduction to the full report.
A presentation for a small rural public school staff in the Adirondack Mountain region of New York State. This presentation focuses on the contemporary impact of poverty on rural NYS and on learning for students, family engagement, and school culture.
The document is a report from seven nonprofit organizations called the Columbia Group that work to improve education in Southern states. It finds that while education in the South has improved, inequities remain between more affluent and disadvantaged students. It calls on Southern states to make more progress at a faster pace to address these gaps and prepare all students for college and careers. The report recommends states focus on improving teacher quality, providing more support to students, strengthening transitions to college and careers, and ensuring equitable school funding.
Report Card on American Education: Ranking State K-12 Performance, Progress, ...ALEC
The 18th edition of the Report Card on American Education is a comprehensive overview of educational achievement levels, focusing on performance and gains for low-income students, in all 50 states and the District of Columbia.
Authors Dr. Matthew Ladner and Dave Myslinski analyze student scores, looking at performance and improvement over recent years. When combined, these policy measures build the state’s overall policy grade. Furthermore, the Report Card highlights education policies states have enacted and provides a roadmap to best practices, allowing legislators to learn from each other’s education reforms.
This year, Oklahoma Governor Mary Fallin writes an inspirational forward citing her state’s education reforms in teacher quality, school accountability, and literacy.
For more information, please visit www.alec.org.
The document summarizes a presentation given by Teach For America on careers with social impact. Teach For America recruits top college graduates and professionals to teach for two years in low-income communities to help eliminate educational inequity. The presentation provides an overview of Teach For America's mission and experience, shares alumni career paths and profiles, and discusses how business skills are applicable to teaching. It also addresses the complex challenges of educational inequity and concludes with next steps for learning more about Teach For America opportunities.
This document provides an overview of Teach For America, including its mission to eliminate educational inequity, the causes and impacts of inequity, Teach For America's theory of change and program model, the selection and training of corps members, corps member impacts on student achievement, alumni impacts, and considerations for new site development. The summary highlights that Teach For America recruits recent college graduates to teach for 2 years in low-income communities, provides intensive training, and that corps members have been shown to help students achieve greater gains in reading and math than typical.
Community schools equity framework final working draftRashard Dyess-Lane
This document discusses community schools as an essential equity strategy. It argues that community schools can help close opportunity and achievement gaps by providing integrated student supports and services. Community schools bring together school resources with community partners and organizations to address barriers to learning like poverty, health issues, and lack of access to services. When implemented effectively through collaborative leadership structures, community schools have been shown to improve academic outcomes and engage families and communities. Examples from school districts in Oakland, Multnomah County, and Cincinnati illustrate how community schools can advance equity through strategies like restorative justice and targeting supports to disadvantaged groups.
The 2013 annual report summarizes PHENND's activities and accomplishments over the previous year. PHENND is a consortium of over 30 colleges and universities in the greater Philadelphia area working to build mutually beneficial partnerships between higher education institutions and local communities. Key accomplishments in 2013 included hosting a conference on K-16 partnerships attended by over 100 people and launching a new AmeriCorps VISTA project placing coordinators in schools to support partnership development. Going forward, PHENND will continue working towards the goals in its strategic plan to strengthen its member services and funding.
This annual report summarizes the accomplishments of Leadership Public Schools (LPS) in 2012. Key points include:
- Over 97% of LPS graduates in 2012 were accepted to college, with 50% attending four-year universities.
- LPS schools achieved high scores on standardized tests and rankings, with two schools in the top 2% of schools serving similar populations.
- LPS focuses on accelerating student growth, with many students gaining two grade levels in their first year.
- LPS also achieved high proficiency rates in advanced courses like physics through innovative teaching methods.
- Donors and supporters continue to provide funding to support LPS's educational innovations and mission of college readiness for all students.
AT&T is contributing $100,000 to support a team of 10 City Year AmeriCorps members at Linden McKinley STEM Academy in Columbus, Ohio. This collaboration will allow City Year members to provide targeted academic and social-emotional interventions to help keep students in school and on track to graduate. As part of its larger $1.28 million national collaboration with City Year, AT&T aims to support programs that help at-risk students graduate ready for college or career. City Year and AT&T hope this partnership will help more students in Columbus and across the country achieve their full potential.
Presentation given to New Teacher Center for administrators and teachers making a compelling case for teacher leader initiatives as a means of recruiting and retaining great teachers.
families united for education - civic change champion 100418Everyday Democracy
Families United for Education is a national model for community engagement in education, with over 400 members from 44 organizations working to improve educational equity in Albuquerque schools. They developed the first community-written school engagement policy in the US and have advocated for policies and practices that foster inclusion, such as increasing ethnic studies courses. Through persistence and training on racial equity, they aim to ensure all students have equitable opportunities for success.
IDRA 2015 Annual Report – The Power of Possibility: How IDRA and Our Partners...Christie Goodman, APR
IDRA’s 2015 Annual Report highlights the ways in which 2015 was a pivotal year for children both in terms of progress and deepening disparities. It shows how IDRA and our partners are valuing children of all backgrounds by keeping a sharp focus on educational quality and equity. We are producing research and analyses that matter and putting in place effective programs, strategies, policies and solutions to secure public education that works for all children.
The document outlines a proposal to address unequal funding between wealthy and impoverished schools. It notes that public school funding in the US comes partly from local property taxes, creating large discrepancies in funding between rich and poor communities. The proposal suggests distributing any excess funds from wealthier schools equally among all schools. This would provide more resources for low-income schools without penalizing higher-income schools. The goal is to create a more equal playing field and opportunities for all students regardless of family income. Barriers like objections from parents who want money going only to their local schools could be overcome by explaining how this approach helps break the cycle of poverty.
The document summarizes a case study of a rural high school's efforts to strengthen community ties through various partnership programs and activities. The high school worked with a district-wide partnership committee to organize events like a community health fair providing free health screenings. Students helped coordinate many partnership activities and gained real-world work experience through an internship program. The principal and district leaders saw strong school-community connections as important to support educational improvements in the face of limited funding.
The document is the 2014 annual report of the Education Alliance. It summarizes the organization's work over the past year to connect students, schools, and communities. The Alliance launched new programs to connect students with mentors through AmeriCorps and e-mentoring. It also connected schools with business partners through initiatives like Born Learning Academies, Education Elevators, and STEM Works to help improve outcomes for students. The Alliance aims to promote long-term systemic change in public education in West Virginia.
The Education Alliance launched several new initiatives in the past year focused on remaking learning for West Virginia students, including a STEM Network Schools program, financial literacy initiative, and partnerships to support early childhood education. The STEM Network Schools program aims to increase student engagement in STEM subjects and has already trained over 430 teachers. A new financial literacy initiative works to strengthen students' financial capability and increase college access. United Way Born Learning Academies partner with schools to provide early childhood education resources and support to over 260 families.
Over the last three years, Communities for Public Education Reform (CPER) groups have organized successfully for education reform across several states. They have advocated for equitable school funding, improved teacher quality, strategies to increase graduation rates and college readiness, and developing new community leaders. Moving forward, CPER will expand its network to include over 50 groups across 9 states to build on its collective power and advance educational justice.
YES Prep aims to increase the number of students from disadvantaged communities who graduate from college prepared to lead. Currently, only half of students from low-income communities graduate high school and just 10% earn a college degree, damaging the economy. YES Prep provides evidence that different outcomes are possible through access to high-quality education. It operates charter schools that hold students to high standards from day one and provide supports like college counseling to help students succeed.
STC is a community college in the Rio Grande Valley that has seen increasing enrollment and completion rates. It has strong partnerships with local high schools and commits to data-driven reform and innovation to help students succeed. STC recognizes the need to improve completion rates further, especially for developmental students. This report examines STC's strengths and opportunities to enhance dual enrollment, placement practices, and curriculum alignment with high schools to better support student transitions and outcomes.
The document discusses the importance of community engagement to improve school performance. It provides examples of how community engagement initiatives in other cities led to improved literacy rates, graduation rates, and school ratings. The document proposes a 12-17 month community engagement plan for Huntsville-Madison County that would identify community needs, develop goals in partnership with schools, and create a community contract to guide strategic planning and accountability. It emphasizes that great schools require a unified, supportive community.
Leveraging the State’s Role for Quality School Facilities in Sustainable Communities
A Policy Research Report to the California Department of Education 2012
The JET Program supports paraeducators in obtaining bachelor's degrees and teaching licenses to address teacher shortages and diversity gaps. It partners with school districts and colleges to provide mentoring and guidance to paraeducators throughout their journey. Evaluation data shows high retention and degree completion rates among participants, and many have become teachers, helping districts build a more diverse workforce. JET aims to inform efforts to strengthen teacher pipelines and address inequities in education.
The superintendent provides an update on the Vista Unified School District's progress and plans for the 2015-16 school year. Key points include:
- The district's vision is to be a model of educational excellence and innovation, and its mission focuses on inspiring critical thinking and collaboration to solve real-world problems.
- Last year, the district saw improvements in early literacy and English learner reclassification due to implementing its strategic "Blueprint for Educational Excellence and Innovation."
- The district is expanding family and community partnerships, including hiring more community liaisons and launching a family engagement network.
Stand for Children is a nonprofit organization with offices in Nashville and Memphis, Tennessee that advocates for public education reform and funding. It has over 15,000 email subscribers and almost 16,000 Facebook fans across the state. Its mission is to empower parents and educators through grassroots advocacy to improve public schools and ensure all children receive a quality education. Stand for Children works to pass legislation and influence budgets to increase funding for schools, raise academic standards, and help underserved student populations.
This document outlines recommendations for California to improve its implementation of the Common Core State Standards. It recommends that the state take a stronger leadership role in setting a vision and goals for Common Core, while still allowing local districts flexibility. Specifically, it calls on the state to:
1) Create a data strategist office to analyze student assessment data and provide transparent access to this data for teachers, parents and the public.
2) Develop and communicate a clear statewide vision and timeline for Common Core implementation to provide guidance for districts and increase public understanding.
3) Engage community partners and leverage existing resources to support these efforts.
The article discusses Dr. Leah Robinson, an assistant professor in the Department of Kinesiology at Auburn University's College of Education. Dr. Robinson works with preschoolers at Auburn Day Care Centers to promote healthy lifestyles. She uses her energetic personality and ready smile to encourage the children and relate to them. Her goal is to instill good habits in young children through fun activities that keep them active and engaged. The article highlights how Dr. Robinson's youthful exuberance helps children lead healthier lives.
Leland is running for Lieutenant Governor of Massachusetts. As the child of immigrants, he knows the power of education from personal experience. As a city councilor, he has worked to improve access to high-quality education for all students. His education plan focuses on improving the quality, accessibility and affordability of education at all levels. This includes implementing universal pre-K and developing workforce training programs.
The L.A. Compact is an unprecedented commitment by 18 major L.A. institutions that want to see positive change in Los Angeles public schools, and better prepare local students for college and the 21st century workplace.
The L.A. Compact identifies important areas where its partners can work together to address pressing educational issues, better leverage resources and have a measurable impact.
The Youth Policy Institute (YPI) has been providing education, workforce training, and social services to youth and families in Los Angeles for over 30 years. YPI now serves over 115,000 people annually through 136 program sites. YPI operates schools, after school programs, job training programs, and family support centers. In 2015, YPI collaborated with over 130 partners to expand its programs and impact, including opening two new early education centers and supporting over 150 youth through immigration policy programs. YPI aims to break the cycle of intergenerational poverty through a holistic approach to support youth and families from early childhood through college and careers.
Our Life’s Discovery 2 April 27, 2015
Our Life’s Discovery 3 April 27, 2015
Genesis Zapata
SOM 301 Lab 206
April 27, 2015
Date: April 27, 2015
To: Steve Jones, CSR Program Director
From: Genesis Zapata, Discovery Communications Marketer
Subject: Our Life’s Discovery Tutoring Program
During our Creating Change seminar you gave us all a challenge to create a new Corporate Social Responsibility program that would benefit our local Silver Spring, MD community as well as Discovery Communications. With the achievement gap affecting minorities in Montgomery County Public Schools (MCPS), Discovery should consider utilizing its educational products and services towards an after school employee volunteer tutoring program for struggling students. A program such as this one would not only help these students but it will also give Discovery a competitive advantage as well as favorable publicity within the community. The following investigation and examination indicates how such a project could be organized.
Achievement Gap
In the last decade MCPS has made many strides to close the achievement gap between minorities and their fellow white/asian students. The MCPS achievement gap is closely related to a student’s ethnicity, race and income level. The MCPS system is divided between its advanced high schools where White and Asian students attend; and its low-scoring ranked minority high schools. Most of these low performing schools are located in Silver Spring, Md. According to the findings of the County Council’s Office of Legislative Oversight found in MCPS website, “Since 2010, the economic, racial and ethnic stratification of students among MCPS high schools has increased . . . the achievement gap between high- and low-poverty high schools has widened [since 2008] ” (p. 9). Achieving as well as maintaining high grades in these schools is increasingly harder for struggling students of all walks of life, leading several students to drop out and forgo continuing their education.
Nevertheless MCPS states on their website, they will narrow the gap by adding more teachers. As well as decrease classroom sizes specifically in high schools [where there is more need], this will allow a more focused attention to students who are experiencing difficulty in school (p.1). Under these circumstances, creating an after school-tutoring program would be most beneficial to the community. Together with focusing MCPS’s resources on failing students, we can increase MCPS’s chances of lowering the achievement gap. Correspondingly, struggling students will experience a sense of community through our program as well as giving them the confidence needed to engage in becoming active participants in furthering their education.
Discovery Program Initiation
Undoubtedly there is a substantial amount of work ahead of MCPS, but Disco.
4c61e-Challenge_the_Gap_Report_2015_LowResHannah Smith
Challenge the Gap is a school improvement program aimed at breaking the link between poverty and poor educational outcomes. It focuses on a small "Target Cohort" of underperforming disadvantaged students and builds school leadership capacity to analyze student needs and implement evidence-based strategies. In the program's first year, Target Cohort students met or exceeded national progress targets. Schools then cascade effective practices school-wide, improving outcomes for all students and narrowing achievement gaps. Data shows Challenge the Gap schools outperformed national averages for disadvantaged students at both primary and secondary levels in 2015.
The document summarizes the 2014-15 activities and progress of TEALS (Teaching Engineering, Advancing Learning and Leadership in STEM) in California. Some key points:
- TEALS partnered with 34 high schools in California for 2015-16, reaching over 2400 students total. Over 1300 students were enrolled in 2014-15, with over 400 in AP CS courses.
- Volunteer retention from 2014-15 to 2015-16 was over 54%, the highest of any TEALS region. This strong volunteer base allows for continued expansion with fewer resources.
- Local government leaders expressed support for TEALS' efforts to increase CS access. This helped inspire schools and companies to take ownership over long-term
Can we really afford to lose outreach? While the school district looks for ways to cut two million dollars from the budget, let's examine why this crucial program should be taken OFF of the table.
Similar to Teach For America Jacksonville's Community Impact Report (20)
Teach For America Jacksonville's Community Impact Report
1. STRENGTHENING OUR
COMMUNITYCOMMUNITY IMPACT REPORT 2015
TEACH FOR AMERICA - JACKSONVILLE
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2. DESTINY
EDUCATION
DEMOGRAPHICS SHOULD NOT DETERMINE
WE ARE EDUCATORS,
EDUCATION LEADERS AND EDUCATION ADVOCATES
JOINED TOGETHER IN A GROWING
IS THE GREAT EQUALIZER
MOVEMENT
FULL POTENTIAL
WORKING TO ENSURE ALL CHILDREN REACH
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3. 1
Teach For America - Jacksonville is proud to be a partner in the work to provide every student in
Jacksonville the opportunity to achieve their full potential. We first partnered with Duval County Public
Schools in 2008, responding to community members across Jacksonville who came together to demand
equal access to excellent education for every student. Today, nearly 200 corps members are teaching in
more than 40 of Jacksonville’s highest need schools, reaching more than 16,000 students. More than
150 local alumni are working across a range of fields in our city to address the root causes of educational
inequity. Our work is driven by this belief: One day, all children in this nation will have the opportunity
to attain an excellent education.
Jacksonville is a community where everyone comes together – from parents and students to school district
leaders, elected officials, and the philanthropic community – and commits themselves to educational
equity. This community rallied together and raised more than $4 million dollars in 30 days to bring in
Teach For America as a partner. We understand this is a community that cares deeply about its students
and their futures. This is a place where, despite some historical scars, people will unite toward a common
goal and make investments in solutions to address the challenges. This is a city that realizes in order to
reach its fullest potential, it must prioritize educating every single child at a high level.
Over the past seven years, we’ve worked with our partners and seen strong results: thousands of students
have experienced measurable academic growth; hundreds of new, committed educators have made
Jacksonville their home; and principals are highly satisfied with corps members and are eager to hire
more. While we are proud of these accomplishments, we know we still have work to do as we partner with
our district to improve outcomes for our students. With a new Executive Director set to start in the summer
of 2015, a strong foundation has been set along with a powerful and driven team to ensure we continue to
work toward One Day. We have the power and a collective responsibility to set the standard for what is
possible, what people believe about our students, and what our students believe about themselves.
In this community impact report we hope you’ll learn more about this critical work and some of the folks
who are committed to it; and how you can be a partner to ensure that every child in Jacksonville has the
opportunity for an excellent education.
DEAR TEACH FOR AMERICA
FRIENDS AND FAMILY,
Crystal Rountree
Executive Director (2008-2015)
Teach for America - Jacksonville
Steve Halverson
Chair, Jacksonville
Regional Advisory Board
Our work is driven by this belief:
One day, all children in this nation
will have the opportunity to attain
an excellent education.
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4. Teach For
America
(TFA) founded
1990
TFA-Jax
launches in
Jacksonville as
the 27th
Teach For
America region
2008
Second cohort of
50 corps members
arrives in Jax,
bringing corps
member total
to 100
2009
The Schultz Center for
Teaching & Leadership
report highlights
TFA-Jax corps members’
consistent, positive impact
in every subject and every
grade level tested
2011
TFA-Jax
increases its
incoming corps
members from 50
to 100, bringing
corps member
total to 150
2012
Jacksonville’s
alumni footprint
grows to 100
partnering with 150
corps members for
a force of 250 in Jax
50 TFA
UNITED STATES
REGIONS ACROSS THE
One fact exemplifies why
Jacksonville has taken action for
educational equity: Duval County
Public Schools’ (DCPS) 8th
graders
from low-income communities are
half as likely to be proficient in
reading and math as their affluent
peers. Jacksonville wants every
child to have the opportunity of an
excellent education. Gary
Chartrand, Florida Department of
Education State Board of Education
Chair, says, “In Jacksonville, there’s
an energetic,
reform-minded
movement. That’s
not only the
district, but also
the community.
There’s momentum to have one of
the best large urban school
districts.”
Since 2008, Teach For America –
Jacksonville (TFA–Jax) has been
a leading teacher recruitment and
development partner for hard-to-
staff, high-poverty
schools across
DCPS. “One of
Jacksonville’s
greatest strengths
has been an
infusion of people coming in who
love Jacksonville, bringing new
ideas, and contributing in a positive
way,” says Nathaniel Glover,
Edward Waters College President.
Growing its enrollment more than
50 percent, TFA-Jax has endeavored
to attract and retain passionate
teachers (corps members) to serve
and lead in DCPS schools and call
Jacksonville home.
BECOMING PART OF THE SOLUTION
CREATING
STRONGCOMMUNITIES
HOW TFA
WORKS
PROJECT
GROWING
35,000
OF OVER
ALUMNI IN 2015 AND IT
WILL ONLY KEEP
TO HAVE A FORCE
2014 – 2015
11,000+
CORPS MEMBERS
SCHOOL YEAR
ACROSS THE COUNTRY IN
2
TFA corps members
commit at least two
years to teaching in
high-needs, hard-to-
staff schools.
2 YEARS
After two years, corps
members join the strong
force of TFA alumni
continuing to teach and
bringing their experience
to other sectors.
COMMUNITY IMPACT REPORT 2015
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5. DCPS renews
three-year
contract
partnering
with TFA-Jax
2014
TFA-Jax adds 100
corps members
growing to a total
of 200 members
2013
Jacksonville’s
alumni footprint
grows to 150
combined with 200
corps members for
a force of 350 in Jax
2015
TFA-Jax chosen as
a key investment
by the Quality
Education for
All Fund (QEA)
TFA-Jax chosen as
site to host the
TFA annual
Alumni Educators
Conference
bringing 1,000
national TFA alum
Five TFA-Jax
alumni become
school leaders
in DCPS schools
TFA-JAX
Dr. Nikolai Vitti, superintendent of
DCPS schools, strives to generate
change at scale, creating opportunities
for students that may not have
otherwise existed. By incorporating
multiple education non-profits and
organizations, such as TFA, into the
DCPS strategic plan, Dr. Vitti envisions DCPS becoming
a national model for large school urban reform. TFA
plays a major role in helping DCPS fill vacancies in its
schools while simultaneously developing leaders who
can continue their impact after their
two-year commitment. Dr. Vitti says,
“The DCPS – TFA partnership has to
evolve to keep TFA alumni in
Jacksonville, even if they are not in
the classroom; their experience as educators and their
focus on narrowing the achievement gap can transcend
their teaching positions…they would still contribute to
the transformation of DCPS by being equity warriors in
the city.”
CREATING OPPORTUNITIES FOR ALL STUDENTS
3
IS JUST GETTING
WARMED UP
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6. 44
>>
>
>
>
>>
>
ADVOCATES LEARNERS
TEACHERS
PARTNERS
STRONG COMMUNITIES
HOW IT WORKS
We recruit remarkable,
diverse individuals to
become teachers filling
vacant positions in low-
income communities
in Jacksonville.
Corps members (CMs) are prepared
with rigorous summer training and
student teaching to support their
immediate impact, followed
by structured coaching and
development throughout their
two-year commitment.
TOGETHER THESE PATHS FORM A NETWORK — CONNECTING, EXPANDING AND STRENGTHENING THE
MOVEMENT TO PROVIDE ALL CHILDREN WITH ACCESS TO A GREAT EDUCATION, WHICH, IN TURN,
STRENGTHENS THE FOUNDATIONS OF COMMUNITIES.
All efforts focus on
increasing educational
equity so that all children
reach full potential.
Continuous learning helps
foster lifelong leadership in our
alumni as they work at every
level of education and across
other professional sectors
ensuring the sustainability of
the long-term movement.
By integrating alumni into
communities, we help spread
and scale the movement
toward educational equity
for children everywhere.
Community advocates help
spread the message about the
root causes of educational inequity
and champion policy changes
and programmatic efforts, such as
TFA, in creating systemic change.
As part of the solution,
we value the opportunity
to share practices and
enrich community efforts.
Creating and partnering
with informed community
members to create lasting
change in education.
Formal and informal
experiences develop
relevant leadership skills,
whether or not CMs
stay in education.
LEADERS
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7. Brothers Steven and Carnell
are students at Martin Luther
King Elementary, where they
met teachers Amanda
Wharton and Lauren Apolito.
Lauren and Amanda were
part of the 2008 and 2009
TFA-Jax corps, respectively,
at MLK Elementary, and
chose to stay there.
With the support of their
teachers, Steven and Carnell
are achieving higher reading
levels. Carnell, previously in
Ms. Wharton’s 3rd
grade class
and now in Ms. Apolito’s 5th
grade class, says, “They help
with work — they always
help. They have helped me
with my reading by helping me
sound out words and break them
down.” Carnell added 32 points on a
district test in just six months due to
his perseverance and the support of
the teachers. As Carnell excels,
Steven’s excitement and high
achievement in math is spilling over
to reading. Supporting the boys’
academic success is the teachers’
strong partnership with the boys’
mother, ensuring consistency at
home.
Both Lauren and Amanda have
been Teacher of the Year at MLK;
they attribute much of their
students’ triumphs to their TFA
training, which instilled a belief in
the great possibilities of all children.
5
STRONG
CREATING
LEARNERS
CHANGING STUDENTS
,
LIVES
“ Teaching is not easy.
Understand that it is not about
you, it is about your students.”
– LAUREN APOLITO
“ Teaching is the only place
that every day you impact
someone’s life.”
– AMANDA WHARTON
60% MORE43%84%
OF TFA-JAX TEACHERS
STAY FOR A 2ND YEAR
(VS. 77% OF NON-TFA TEACHERS)
TFA TEACHERS RETURNING
FOR A 3RD YEAR AT DCPS
MATH LEARNED IN A YEAR
BY TFA-TAUGHT STUDENTS
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8. Teach For America recruits a
diverse pool of individuals from
more than 850 colleges and
universities to lead the efforts for
educational excellence and equity.
Jacksonville’s recent corps has
been the most diverse yet, with
74 percent identifying themselves
as people of color or from a low-
income background. These
individuals begin with a two-year
commitment to teach. They then join
our alumni network and, whether in
education or other fields, continue
to advocate for students.
Alumnus Chris Frills joined TFA-Jax
in 2013. Growing up in Chicago,
Chris felt firsthand the importance
of teachers. “Whether it was staying
afterschool, spending time on the
weekends, or hosting a peace march
in the neighborhood, those teachers
resonated with me,“ Chris says.
Determined to become a “great
teacher” and serve as a critical
leader and role model, Chris
teaches 5th
grade math and is the
grade-level chair at KIPP Impact
Middle School. His impact? On the
Measure of Academic Progress test,
students in Chris’ 5th
grade class
had an 83 percent growth rate
among those who are now entering
the top quartile of all 5th
grade
students. His secret? Chris
identifies with his students,
implements individualized
strategies for current needs and
instills motivation for the long-term.
Chris is a national Sue Lehmann
nominee, an award given to only
one corps member out of TFA’s
thousands of talented teachers. His
goals include becoming a principal
and working with other educators
and families to set students on a
positive path.
“ TFA is very strategic about who it
recruits: They’re motivated and
highly gifted academically. When
you couple intelligence and passion,
you create a change agent.”
– DR. NIkOLAI VITTI,
DCPS Superintendent
BUILDING ON A SOLID FOUNDATION
6
CREATING
TEACHERS
“ There are two parts of being
developed as a teacher and a
leader: the willingness to be
developed and the drive in
the work you do.”
– CHRIS FRILLS
STRONG
TFA-JAX
TEACHERS WON
THEIR SCHOOL’S
TEACHER
OF THE YEAR
NAMED
22
TFA TEACHERS AND
ALUMNI HAVE WON
TEACHER
OF THE YEAR
291 SEMI-FINALISTS FOR
DUVAL COUNTY
,
S
TEACHER
OF THE YEAR
TOP-FIVE
TOY FINALIST
3
FOR THE DISTRICT
SINCE 2008...
COMMUNITY IMPACT REPORT 2015
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9. TFA - Jax alumni work tirelessly
with students and families as
teachers, district leaders and
advocates. Since 2008, 29 TFA-Jax
teachers and alumni have earned
Teacher of the Year at their schools.
Chelsea Matthews, a 2010
Jacksonville corps alumna, is now
assistant principal at Andrew
Jackson High School, part of Duval
County Public Schools’ (DCPS)
Transformation Region.
A Jacksonville native, the movement
to achieve educational equity is
personal for her. After two years in
the corps, she knew she would
continue. “My third year was even
better — that’s when I got hooked,”
Chelsea says about Northwestern
Middle School, where she inspired
students and simultaneously served
as the 8th
Grade Level Chair, content
chair, and Lead Team-Up teacher.
Chelsea also participated in the
Summer Principals Academy,
a partnership with DCPS and
Columbia University.
TFA served as Chelsea’s door into
the education field for which she is
so passionate. As an administrator,
Chelsea will promote significant
change within Jacksonville and
across the nation as she aspires to
open a school devoted to innovation
and sustainable high results.
INSPIRING A LIFELONG COMMITMENT
LIFELONG
CREATING
LEADERS
7
“ TFA’s impact in my home drew
me in. I saw how my relatives
struggled with reading. I thought
about how important this work was
for my family - and Jacksonville -
to succeed.”
– CHELSEA MATTHEWS
52%85% 14,00094%
THE TFA-JACKSONVILLE ALUMNI REACH
STRETCHES ON:
IN MISSION-
RELATED ROLES
IN EDUCATION TEACH IN JAX
DIRECTLY AFFECTING
DCPS STUDENTS 12
2
PRINCIPALS
ACADEMY
PROJECTED
ALUM SCHOOL
LEADERS
BY 2018:
TOTAL
GRADS
2014
CLASS 4
2015
CLASS 3
SUMMER
> > >
The Summer Principals Academy
sends teachers with leadership
potential to Columbia University for
two consecutive summers to earn
their master’s degree in education
while apprenticing under principals
with proven leadership during the
school year.
By 2018, TFA-Jax is projected to
have 12 alumni school leaders
working within DCPS schools.
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10. Jacksonville is experiencing a
positive change toward education
equity. We value our incredible
partners and their work to improve
educational opportunities for all
children.
One partner is Trey Csar,
Jacksonville Public Education Fund
(JPEF) President. Before coming to
Jacksonville, Trey was as a 2002 TFA
– Houston corps teacher at a high-
needs elementary school. He then
served as an assistant principal at
KIPP New Orleans West, a Houston
school set up after Hurricane
Katrina for low-income evacuees.
During this time, Trey witnessed a
5th
grader serving as the caretaker
for his bedridden mother. This
experience instilled in Trey a civic
responsibility toward education.
Trey views TFA’s mission to affect
social change as the epicenter of
our work. He values our ability to
attract and retain high-quality
educators, and the experience TFA
alumni bring into a variety of
sectors.
Trey extends this challenge: “It’s
going to take a chorus of voices to
keep our focus on educational
equity. Can we keep education on
the front burner? There are a
million other things competing for
attention. Yes, we are on the right
track. Do we have the stamina to
stay there?”
Jacksonville Public Education
Fund (JPEF) partners with
organizations and individuals
to advocate for high-quality
public schools for all children.
Through their Quality Education
For All Fund (QEA), JPEF
administers grants for programs
that attract and retain high-quality
educators for our area.
INCREASING OUR IMPACT
8
STRONG
CREATING
PARTNERS
“ In every stage of my career
I have asked, ‘How I can
expand my impact?’”
– TREY CSAR
JPEF QEA
642
TFA IS ONE OF
WORKING TOGETHER FOR
EDUCATIONAL EQUITY IN
WORKING
ALONGSIDE
NON-PROFITS
EDUCATION
JACKSONVILLE VOLUNTEER FLORIDA
30
“Teach For America
is an organization
we truly believe
in. TFA is crucial
to the work of
AmeriCorps in Jacksonville and
across the nation.”
– CHESTER SPELLMAN,
CEO, Volunteer Florida
IN FLORIDA MANAGED BY STATE COMMISSION,
AMERICORPS
PROGRAMS
COMMUNITY IMPACT REPORT 2015
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11. Jacksonville’s philanthropic
community was instrumental in
bringing Teach For America’s
teachers to our classrooms. Here
are two outstanding examples:
As a leader in the education
community, TFA – Jax board
member Holly Finchem was
familiar with TFA’s impact
elsewhere and immediately became
involved when TFA launched here.
As a regional board member and
Sponsor-A-Teacher participant,
Holly sponsored Jennifer Feigert,
the Andrew Robinson Elementary
2012 Teacher of the Year. Holly was
influential in making a dream come
true for 11 of Ms. Feigert’s students.
Creating “Destination College,”
Holly and Jennifer led student visits
to the University of Virginia and the
College of William & Mary,
underscoring the point that every
student deserves the opportunity for
a college education. In addition to
supporting TFA, Holly participates in
weekly tutoring at Long Branch
Elementary School, building
relationships and supporting
individual educational needs.
TFA – Jax board member Ellen
Wiss first experienced TFA
through her daughter, a Chicago
corps member who worked with
previously expelled students.
Her daughter’s passion affirmed
Ellen’s belief that one teacher
can transform a child’s life.
As the Junior League Education
Committee Chair, Ellen first
interacted with Jacksonville corps
members when she volunteered
in a TFA classroom. “I realized the
power of one and the importance
of the teacher in the classroom;
she did not allow anything to stop
her from teaching,” says Ellen.
Through Sponsor-A-Teacher, Ellen
partnered with that teacher for the
school’s very first Scholastic Book
Fair, which is now an annual event.
Ellen remains in the Sponsor-A-
Teacher program and is active on
the TFA – Jax regional board.
CHAMPIONING THE CAUSE
9
93%
LIFELONG
CREATING
ADVOCATES
“ I have a commitment and
responsibility as a member
of the community to give
back and support the others
who need it here.”
– HOLLY FINCHEM
“ My role is to keep telling
the story and being the
ambassador that I am.
I have seen it (TFA’s work);
I know it’s right.”
– ELLEN WISS
“ I always want
TFA teachers
at my school.
They’re always
working to do what’s best for students.”
– MS. kIMBERLY BROWN,
Principal, MLk Elementary
600FROM 2008
TO 2015, TEACHERS
100 INDIVIDUALS
JACKSONVILLE
25 CORPORATIONS 10 FOUNDATIONS
THROUGH GENEROUS DONATIONS FROM
HAVE BEEN BROUGHT TO
OF PRINCIPALS
BELIEVE TFA
DIFFERENCE AT
ARE MAKING A
AND
TEACHERS
POSITIVE
THEIR SCHOOLS
PRINCIPAL
,
S
CORNER
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12. Many efforts address injustices facing America’s children who grow
up in poverty, and we strive to be a key partner. To help end
educational inequity, Teach For America develops teacher-leaders
who offer their students educational opportunities, and supports our
alumni’s work in education and related fields. We drive change
through leadership inside and outside the classroom. We believe that
this is a unique role, and our important efforts, alongside many
others, will mean reaching our vision of “One Day” in our lifetime.
REGIONAL VISION
We are committed to seeing the day when every child in Jacksonville
will attain an education that:
1. GIVES THEM THE OPPORTUNITY TO MAKE CHOICES ABOUT
THEIR FUTURE;
2. ENABLES THEM TO BE WELL-PREPARED FOR SUCCESS IN
COLLEGE, CAREER AND LIFE; AND
3. PROPELS THEM AS THE LEADERS THAT CREATE A JUST
SOCIETY FOR ALL CHILDREN IN OUR CITY, STATE AND COUNTRY.
EXPANDING OUR FOOTPRINT
10
“ When I think about TFA,
I think about all of it. I was
taught by TFA in school and
now I am working for the
organization. I’m helping
continue that inspiration and
I’m part of the movement.”
– ASANTE DEAN, 2013
Jacksonville corps member
“ The TFA alumni movement has
tremendous potential. We are
on the cusp of having a huge
alumni base in Jacksonville.
As alumni, we want to push
outside of our four walls and
partner with others to affect
the Jacksonville community.”
– LAUREN MARTIN, 2010
Jacksonville corps member
and Manager of Recruitment
& Talent, kIPP Jacksonville
Schools
IMPACT
INCREASING
OUR TFA-JAX
COMMUNITY IMPACT REPORT 2015
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13. BY 2018
Currently, Teach For America trains and
supports around 200 corps members working
in Duval County Public Schools every year,
reaching approximately 16,000, or 25 percent,
of all low-income and minority students in
more than 40 high-needs schools across
Duval County.
• We expect more than 250 TFA alumni will be
living and working here, making an impact
toward educational equity in Jacksonville
• 12 TFA alumni are projected to be principals
in DCPS schools, helping to ensure that every
DCPS student, no matter what part of the city
they grow up in, receives the opportunity for
an excellent education
• Teach For America teachers and alumni will,
collectively, impact approximately 35,000
students in Jacksonville
TFA
,
S STATE-WIDE IMPACT
TEACH FOR AMERICA
,
S
FIVE COMMITMENTS
A recent 100-day “listening tour” by our national
co-CEOs led to five commitments to our
organization and community:
1. BEING BETTER LISTENERS TO BOTH OUR
FRIENDS AND CRITICS
2. RE-ENVISIONING OUR ONGOING WORK AS
ROOTED IN LOCAL COMMUNITIES
3. TAILORING OUR GROWTH PLANS TO THE
NEEDS OF EACH INDIVIDUAL COMMUNITY
4. INVESTING MORE HEAVILY IN OUR CORPS
MEMBERS, FROM SELECTION TO SUPPORT
5. LEADING WITH HEART AND BUILDING
STRONGER RELATIONSHIPS
JACKSONVILLE PRIORITIES
AND STRATEGIES
Our vision for Jacksonville depends on
advancing two key priorities:
• UNDERSTANDING THE BROADER EFFORTS
TO FOSTER EDUCATIONAL EQUITY AND A
BELIEF IN WHAT’S POSSIBLE
• UNDERSTANDING AND BELIEF IN TFA’S
ROLE IN THIS WORK
Our strategies to promote these priorities
include:
• BUILDING DEEPER RELATIONSHIPS
WITH THE COMMUNITIES WE SERVE
• BUILDING STRONG MEDIA RELATIONSHIPS
• ENGAGING OUR BASE
• ELEVATING OTHER VOICES
11
BIG GOALS
“ TFA gave me a chance and trained me. It takes
people outside of education and invests in them,
to show them the greatness within. TFA trained
me and gave me the support to bring out the
best I had inside me to teach my students.”
– LATOYA RAINES, 2013
Jacksonville corps member
ORLANDO
JACKSONVILLE
MIAMI
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14. John Fails is many things:
Jacksonville native, Army Veteran,
2013 Teach For America corps
member, father and husband. All of
this makes up the man who teaches
philosophy, economics, history and
government at First Coast High
School, using critical thinking
methods to challenge his students
and enhance their education.
While serving
on a team as
an Army Sniper
Radio Telephone
Operator in the
82nd
Airborne
from 2002 to
2004, John held
the hands of children in Iraq on their
way to school, ensuring their safety.
“It was a really stark reality – these
children were willing to risk their
lives for education,” he says. “When
I got out of the military I wanted to
do something for social change.”
Connecting with the mission, he
joined Teach For America in
Jacksonville in 2013. He was
determined to bring excellent
educational opportunities to his
students, as well as connect their
education to their real-life paths
to adulthood. During his first year
of teaching, John was humbled
when one of his AP history students,
Jessica (a Duval County Sunshine
State Scholar), identified him as her
most impactful teacher.
Through ongoing support from his
colleagues and TFA staff, John has
been able to refine his teaching
skills. Looking forward, John would
like to impact education policy. John
says, “I have lived through a lot
things. I have a responsibility to the
community, I have more life to make
up for than myself.”
MOVING TOWARD ‘‘ONE DAY
,,
STRONG
CREATING
ALUMNI
“ Once you see the social injustice
of educational inequity, you can’t
turn around. The spreading of
knowledge through experiences
is even more profound than
people generally give it credit.”
– JOHN FAILS
John Fails (right) with his
Lieutenant in Baghdad, Iraq
12 COMMUNITY IMPACT REPORT 2015
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15. GET INVOLVED WITH TEACH FOR AMERICA
• BECOME A CORPS MEMBER
• BECOME A DONOR
• BECOME A BOARD MEMBER
• VISIT A CLASSROOM
• MENTOR A CORPS MEMBER
• ATTEND OUR EVENTS
• ADVOCATE OUR WORK
• WRITE A LETTER OF SUPPORT
• RECRUIT A CORPS MEMBER
• SHARE SUPPORT WITH
ELECTED OFFICIALS
THERE ARE SEVERAL WAYS TO SUPPORT TEACH FOR AMERICA – JACKSONVILLE:
CHANGE
BE THE
REACH OUT TODAY!
VISIT
teachforamerica.org/jacksonville
tfajacksonville
EMAIL
Jaxcorps@teachforamerica.org
214 North Hogan Street, Suite 6010
Jacksonville, FL 32202
Phone: (904) 353-6517
DESIGN BY:
ruckus. advertising + public relations
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16. ONE
DAY
JOIN US IN STRENGTHENING THE MOVEMENT.
VISIT TEACHFORAMERICA.ORG / JACKSONVILLE
ALL CHILDREN IN THIS
NATION WILL HAVE THE
OPPORTUNITY TO ATTAIN
AN EXCELLENT EDUCATION.
Our mission is to enlist, develop and
mobilize our nation’s most promising
future leaders to grow and strengthen
the movement for educational equity.
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