2011 C.S. Mott Foundation Annual Report Picturing Success: The Transformative Power of Afterschool Reprint

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    Picturing SucceSS:Th Trasrmativ Pwr Atrsch

    2 0 1 1 S P e c i a l r e P o r t

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    INSIDE FRONT COVER

    aBout the CoVer

    Th artwrk th cvr this rprit was cratd r r 2011 Annual Report

    i ary 2012 by chidr i atrsch prgrams i grads 4 thrgh 12 i

    Gs Cty, Michiga (hm th Mtt Fdati). T ar mr abt

    ths yg artists, pas visit r Wb sit: www.mtt.rg/AR11.

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    1

    Picturing SucceSS:Th Trasrmativ Pwr Atrsch

    A special section reprinted

    rom the 2011 Annual Report o the

    Charles Stewart Mott Foundation

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    our Founder

    It seems to me that every person, always, is in a kind of informal partnership with

    his community. His own success is dependent to a large degree on that community,

    and the community, after all, is the sum total of the individuals who make it up.

    Te institutions of a community, in turn, are the means by which those individuals

    express their faith, their ideals and their concern for fellow men .

    So broad and so deep are the objectives of the Mott Foundation that they touch

    almost every aspect of living, increasing the capacity for accomplishment, the

    appreciation of values and the understanding of the forces that make up the world

    we live in. In this sense, it may truly be called a Foundation for Living with

    the ultimate aim of developing greater understanding among men.

    We recognize that our obligation to fellow men does not stop at the boundaries of

    the community. In an even larger sense, every man is in partnership with the rest

    of the human race in the eternal conquest which we call civilization.

    Charles Stewart Mott (1875-1973), who established this Foundation in

    1926, was deeply concerned rom his earliest years in Flint, Michigan, with

    the welare o his adopted community.

    Soon ater he had become one o the citys leading industrialists, this General

    Motors pioneer ound a practical and successul way to express his interest. He

    served three terms as mayor (in 1912, 1913 and 1918) during a period when

    the switly growing city was beset with problems, with 40,000 people sharingacilities adequate or only 10,000.

    As a private citizen, he started a medical and dental clinic or children and

    helped establish the YMCA and the Boy Scouts, along with the Whaley

    Childrens Center, in Flint.

    Nine years ater the Foundation was incorporated or philanthropic, charitable

    and educational purposes, it became a major actor in the lie o Flint through

    organized schoolground recreational activities, which developed into the

    nationwide community school/education program.

    From this start, the Foundations major concern has been the well-being o thecommunity, including the individual, the amily, the neighborhood and the

    systems o government. This interest has continued to nd expression in Flint

    and also has taken the Foundation ar beyond its home city.

    every man is in

    partnership with the

    rest of the human

    race in the eternal

    conquest which we

    call civilization.

    2 2011 AnnuAl ReP oRT

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    our Values

    Charles Stewart Motts central belie in the partnership o humanity was the basis upon which

    the Foundation was established. While this remains the guiding principle o its grantmaking, the

    Foundation has rened and broadened its grantmaking over time to refect changing national and

    world conditions.

    Through its programs o Civil Society, Environment, Flint Area and Pathways Out o Poverty, andtheir more specic program areas, the Foundation seeks to ulll its mission o supporting eorts that

    promote a just, equitable and sustainable society.

    Inherent in all grantmaking is the desire to enhance the capacity o individuals, amilies or

    institutions at the local level and beyond. The Foundation hopes that its collective work in any

    program area will lead toward systemic change.

    Fundamental to all Mott grantmaking are certain values:

    Nurturing strong, self-reliant individuals with expanded capacity for accomplishment;

    Learning how people can live together to create a sense of community, whether at the

    neighborhood level or as a global society;

    Building strong communities through collaboration to provide a basis for positive change;

    Encouraging responsible citizen participation to help foster social cohesion;

    Promoting the social, economic and political empowerment of all individuals and communities

    to preserve fundamental democratic principles and rights;

    Developing leadership to build upon the needs and values of people and to inspire the aspirations

    and potential of others; and

    Respecting the diversity of life to maintain a sustainable human and physical environment.

    our Code oF ethiCs

    Respect for the communities we work with and serve;

    Integrity in our actions;

    Responsibility for our decisions and their consequences.

    nWe are committed to act honestly, truthully and with integrity in all our transactions

    and dealings.

    nWe are committed to avoid conficts o interest and to the appropriate handling o actual or

    apparent conficts o interest in our relationships.

    nWe are committed to treat our grantees airly and to treat every individual with dignity and respect.

    nWe are committed to treat our employees with respect, airness and good aith and to provide

    conditions o employment that saeguard their rights and welare.

    nWe are committed to be a good corporate citizen and to comply with both the spirit and

    the letter o the law.

    nWe are committed to act responsibly toward the communities in which we work and or

    the benet o the communities that we serve.

    nWe are committed to be responsible, transparent and accountable or all o our actions.

    nWe are committed to improve the accountability, transparency, ethical conduct and

    eectiveness o the nonprot eld.

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    mericans disagree on many issues today, but I suspect there is

    widespread agreement about one thing: Our current K-12 education

    system is ailing both students and society and reorm is

    critically needed.

    Theres plenty o debate, too, about how we should redesign

    the system to better prepare young people or jobs in a more sophisticated,

    technological age and for life in a fast-paced, complex world. Discussions about

    corrective steps produce a wide range o ideas and options, but no single solution.Still there is a clear sense o urgency about the need to act sooner rather

    than later.

    Among those to sound a warning most recently about the dangers o delay

    are Thomas L. Friedman and Michael Mandelbaum in their new book, That

    Used to Be Us: How America Fell Behind in the World It Invented and How

    We Can Come Back, which I asked my sta to read earlier this year. In

    considerable detail, they describe how America is losing its competitiveness and

    how important it is to invest in education, among other things, if we hope

    to realize the ull potential o the American people in the coming decades, to

    generate the resources to sustain our prosperity, and to remain the global leader

    that we have been and the world needs us to be.The two go on to say:

    We need our education system not only to strengthen everyones basics

    reading, writing and arithmetic but to reach and inspire all Americans to start

    something new, to add something extra, or to adapt something old in whatever

    job they are doing.

    With the world getting more hyperconnected all the time, maintaining

    the American dream will require learning, working, producing, relearning and

    innovating twice as hard, twice as fast, twice as often and twice as much.

    And so it seems to me that it is imperative that we ocus a spotlight on the ways

    kids learn, the opportunities they need to succeed academically and how we might

    shape a system that encourages more o them to stay in school, graduate and go on

    to become productive contributors to society.

    As much as I might want a silver bullet or what ails our education system,

    Im fully aware there is no such thing. Revamping the way we educate our

    young people, with an eye toward improving achievement levels, will require the

    a Meg

    Trasrmig livsThrgh Atrsch

    A

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    knitting together o multiple approaches.

    And as we look or workable solutions, I

    believe we should ocus some attention

    on the hours beore and ater school. For

    i there is one thing weve discovered at

    the Mott Foundation through years ounding community education programs

    in our earliest days and, more recently,

    supporting aterschool initiatives its

    that the productive use o time spent

    beore and ater school, as well as during

    the summer months, orms an important

    oundation or learning.

    By no means do I wish to suggest

    that aterschool is the answer to the

    problems acing our education system.

    But based on what weve learned overtime, it can be an important piece o

    the puzzle.

    The Mott Foundations deep

    involvement in the education eld has

    its roots in our support or community

    education beginning in 1935. Initiated as

    Flint struggled to gain economic stability

    during the Great Depression, the

    Foundations unding or community-

    based aterschool and summer

    programming was built upon communitycollaboration and partnership, eective

    use o existing school and community

    acilities, and coordination o services.

    At the heart o those rst school-based

    programs was a desire to keep kids sae, active

    and engaged in productive learning during

    the late aternoon and summer hours.

    That desire, in part, sparked our interest in

    1996 in joining with the ederal government

    in the 21st Century Community Learning

    Centers (21st CCLC) initiative a partnershipthat over time has resulted in a prolieration o

    high-quality, extended-learning programs that

    are strengthening not only local schools and

    amilies, but also the communities in which

    they operate.

    The initiative was conceived as a

    $1 billion project by the U.S. Department

    o Education that would build on a

    $40 million program already under way. For

    our part, the Mott Foundation began with a

    $2 million commitment and a $55 million

    pledge or multiyear expansion. As part o

    the partnership, the Foundation unded

    activities better suited to philanthropy than

    government, including technical assistance,

    generating public will, seeding evaluation andidentiying promising practices.

    Importantly, over time the Foundations

    investment in aterschool has been ocused on

    a comprehensive strategy to take aterschool

    to scale across the country. As part o that

    eort, we and too many unding partners to

    name have supported the systematic growth

    LAs BEST aterschool computer classes at Grape Street ElementarySchool prove learning can be un and exciting.

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    o statewide aterschool networks, which have

    grown rom nine in 2002 to 41 today with

    more under consideration.

    The ocus o the networks has been on:

    establishing quality standards for programs;

    sharing learning, curriculums and bestpractices; creating new state policies; and

    generating additional aterschool unding.

    These eorts have established a unique

    inrastructure across the country o public-

    private partnerships working locally and at

    the state level to increase the total number o

    aterschool opportunities, while preventing

    the loss o thousands o programs during

    economic downturns and shiting political

    environments. Moreover, because this

    inrastructure is based on partnerships, it isnimble and can maximize local, state and

    ederal resources.

    Through the years, our support or 21st

    CCLC has totaled $158 million. At the same

    time, the ederal commitment to the initiative

    has grown considerably. In 2011, $1.154

    billion in ederal appropriations provided

    aterschool opportunities through

    21st CCLC programming to

    1.6 million children and youth

    in nearly 10,500 schools and

    community centers across the

    country.Indeed, weve been joined

    over time by many outstanding

    unding partners, including

    William T. Grant, Noyce, The

    David & Lucille Packard and The

    Wallace foundations; JCPenney;

    and the Open Society Institute.

    In addition, local programs

    themselves have attracted nancial

    supporters, ranging rom state

    government, to national and localoundations, to United Ways.

    So what goes on in these

    programs? Over the years, Ive

    visited a number o aterschool

    sites at home and in communities

    across the country and ound that no two

    programs are identical. Programming varies

    and typically refects the needs o students and

    their amilies, the creativity and ingenuity o

    the programs creators, the availability o local

    resources and volunteers that can be tapped toenhance oerings, and other actors.

    The goal o high-quality programs is

    to oer low-income students the kinds

    o opportunities that are available mainly

    to middle- and upper-class children the

    chance to be exposed to a wide range o

    extracurricular activities; to participate in

    project-based learning, such as in science and

    technology; to play organized sports; to enjoy

    theater, dance and music; to work with tutors;

    and to nd caring adult mentors.Indeed, such opportunities are becoming

    more critical or all students as school

    districts cut enrichment and extracurricular

    activities in the ace o ever-tightening budgets.

    Through aterschool programs, students

    have the chance to expand their horizons

    and become more engaged in learning. In this

    From arts and culture to math and science, LAs BEST oers students anarray o aterschool options.

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    7

    way, they are more likely to stay in school,

    develop their distinct interests and talents, and

    achieve success.

    At the same time, the aterschool space

    provides an important environment in which

    educators can develop and/or try out innovativecurriculums and learning tools, including

    digital media and online learning.

    To help develop robust, outside-the-box

    educational opportunities or students, it is not

    uncommon to see strong programs engage with

    local art museums, colleges and universities,

    businesses, proessional societies, libraries, the

    YMCA and YWCA, Boys & Girls Clubs, and

    other such organizations.

    To give readers a sense o how dynamic,

    variable and eective aterschool programscan be, we have showcased some outstanding

    examples later in this report, as well as on our

    Web site.

    We also tapped the artistic talent o young

    people participating in aterschool programs

    in Flint and Genesee County to obtain the

    artwork you see on the cover o this report and

    throughout its pages. Moreover, it is worth

    noting that the Mott Foundation

    has supported aterschool programming locally

    with grants totaling $26.2 millionjust since 2000.

    As Foundation sta members

    visited programs rom coast to

    coast or this report and talked

    to students, parents, program

    operators and school principals,

    they heard time and again how

    aterschool is transorming the lives

    o participants.

    For instance, the principal o

    an elementary school participatingin LAs BEST one of the nest

    aterschool models in the country

    described the impact o aterschool

    on her students this way: When

    you think about it, aterschool

    adds three hours another hal

    day o learning time. But because

    aterschool is not as structured as the regular

    school day, kids show their true personalities.

    The director o Big Thought, a program

    or elementary and middle school students in

    Dallas, Texas, put it another way: For too many

    o our students, the horizon is only as wideas they can stretch their arms. Big Thought is

    dedicated to widening their world helping

    children see the vast panorama o possibilities

    through creative activities that engage them in

    school, aterschool and in their community.

    What weve seen again and again is that the

    best programs recognize that the hours ater

    the nal school bell rings can be a critical time

    or hands-on, individualized learning that

    complements and enhances the regular school

    day without duplicating it.Strikingly, longitudinal research is beginning

    to substantiate the powerul dierence quality

    aterschool can make or children. A recent

    study showed, or instance, that when a child

    rom a low-income amily regularly participates

    in quality aterschool programming during

    the elementary grades, their th-grade math

    achievement scores refect a narrowing o the

    achievement gap with their middle- and high-

    income peers.

    Widsprad Psitiv Impacts Atrsch Prgrams

    A mta-aaysis 49 rprts 73 atrschprgrams that sk t hac th prsa adscia skis chidr ad adscts idicatd that,cmpard t ctrs, participats dmstratdgfa eae i thir s-prcptis ad

    bdig t sch, psitiv scia bhavirs, schgrads ad vs acadmic achivmt, adgfa e i prbm bhavirs.

    Src: Drak, J.A., Wissbrg, R.P. ad Pacha, M. A Mta-Aaysis Atr-Sch Prgrams

    That Sk t Prmt Prsa ad Scia Skis i Chidr ad Adscts. Amrica

    Jra Cmmity Psychgy, 2010, pp. 249-309.

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    This positive news also is being

    complemented by urther research

    indicating that when students

    participate in high-quality programs,

    they go to school more, behave

    better, receive better grades, do

    better on tests, increase the chances

    they will complete high school, and

    are less likely to engage in negative

    behaviors, such as drug use and

    teenage pregnancy.

    Im extremely encouraged by these

    ndings. And although it may be

    a little early to say that aterschool

    could be a silver bullet answer to

    our educational woes, it certainly is

    turning out to be a silver lining.Such compelling indicators naturally give

    rise to questions about program costs, which

    turn out to be quite reasonable and ecient.

    The average cost o programming is about

    $1,000 per student per year, although expenses

    vary depending upon the quality and types o

    services oered.

    Yet aterschool programming, whether

    funded through the 21st CCLC initiative or

    through some other means, is reaching only

    a raction o those in need. Some 15 millionchildren still nd themselves unsupervised

    when the school day ends.

    And, unortunately, current ederal unding

    levels have not kept up with demand. While it

    is true that funding for 21st CCLC programs

    increased rom $453 million in 2000 to $1.166

    billion in 2010, that unding represented a

    smaller percentageo the overall ederal budget

    or education dropping rom 1.38 percent to

    .60 percent o the budget.

    In practical terms, that has meant that over10 years, $4 billion in local grant requests

    for 21st CCLC funding one of every three

    requests was denied because o the lack

    o sucient ederal unding and intense

    competition.

    Worse, there is legitimate concern today

    that with so much emphasis on budget

    tightening, decit reduction and reallocatingexisting unds, ederal allocations or the 21st

    CCLC could be under threat. The 21st CCLC

    program has been highly ocused, which is

    one reason or its success. However, in todays

    scal climate, Im seriously worried that other

    worthy programs will try to grab a piece o the

    21st CCLC pie, thus diluting its effectiveness

    and ultimately placing it on the decit-cutting

    chopping block.

    That would be more than unortunate. It

    would be a travesty.Too many o us have worked or too long to

    establish and share models o eective practice,

    to scale-up programming, to build networks o

    strong programs, and to use our vast experience

    to infuence a new ramework or education

    reorm that ocuses on transorming the school

    and the community to better support the needs

    o students.

    My gut instinct always has told me that i

    you can educate, enrich, mentor and protect

    children during out-o-school hours, theyhave a better chance o having positive lie

    outcomes. To have witnessed that over the years

    in so many towns and cities across America,

    and to now have research data to support

    my intuition, isnt just deeply satisying. It

    also lends credence to the Mott Foundations

    unwavering commitment to aterschool.

    21st Ctry Cmmity larig CtHigh Dmad, umt nds

    2 eve 3 eqe r 21st

    CClC dig ttaig $4 bii i grats wee eebcas thack adqat dra dig ad its cmptiti.

    Src: Atrsch Aiac (May 2012). 21st Ctry Cmmity larig Ctrs Fact Sht

    DENIED

    DENIED

    DENIED

    DENIED

    appr

    oved

    appr

    oved

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    9

    Gveae a Aa

    In 2011, we experienced a small decline in

    assets, which were $2.16 billion on December

    31, 2011, compared with $2.23 billion the

    previous year. On the ollowing page, we have

    included a chart labeled Total Assets at MarketValue & 2011 Dollars, which tracks our asset

    perormance since 1963.

    As 2011 drew to a close, I knew the new year

    would be one o change, given the announced

    retirements o three key sta members:

    Maureen H. Smyth, our senior vice president

    of programs and communications; Jack A.

    Litzenberg, senior program ofcer; and Jeanette

    R. Mansour, who actually was planning her

    secondretirement rom the Foundation.

    But 2012 brought some other sad, andunanticipated, changes as well. In March,

    Trustee Rushworth Kidder passed away,

    followed in June by Trustee John W. Porter.

    Both gave the Foundation many years o

    service; Rush 22 years and John nearly 32 years.

    Its impossible to describe the wide range

    o contributions these two individuals made

    to our board, as well as to the Foundation.

    Both were thoughtul men who routinely

    asked probing questions and oered keen

    observations during any and all discussions.With Rushs quick journalists mind,

    we could always count on the president o

    the Rockport, Maine-based Institute for

    Global Ethics to oer a resh perspective and

    summarize complex discussions succinctly.

    John, who had a long and distinguished

    career in the eld o education, kept our eet

    to the re when it came to setting benchmarks

    and assessing both our grantmaking progress

    and impact.

    Both Rush and John are missed, and theirlosses will be elt or years to come.

    We also lost the creative energy, strategic

    thinking and loyal dedication of Maureen, Jack

    and Jeanette with their retirements.

    Maureen joined the Foundation in 1984

    as a program associate, taking on a succession

    o progressively more responsible positions

    through the years, and retiring as senior vice

    president o programs and communications.

    Maureen managed our program sta

    through a period o growth and change, helped

    to streamline the Foundations grantmaking

    structure, and instituted a number o criticalpractices and procedures that improved our

    grantmaking processes. Her sharp mind and

    graceul management style were true assets we

    came to rely on.

    Jack also joined the Foundation in 1984

    and served in various capacities within

    the Flint Area and the Pathways Out o

    Poverty programs, including program

    ocer, program director, interim program

    director and senior program ocer. Always

    compassionate, honest and laser-ocused,Jack developed a national reputation for his

    innovative grantmaking in not one but two

    elds microenterprise and a particular type

    of workforce training known as sectoral

    employment development. Jack won several

    awards or his work through the years, the

    most prominent being the Robert W. Scrivner

    Award or Creativity in Grantmaking in 1994

    rom the Council on Foundations.

    Jeanette came to work for Mott in 1978

    and served in several positions, includingdirector o planning or the Foundation and

    program ocer in the Civil Society program,

    beore retiring in 1996. Not one to allow any

    moss to grow under her eet, she immediately

    returned to the Foundation to work as a

    program consultant.

    During her time on staff, Jeanette was

    instrumental in the development o our Civil

    Society programs Central/Eastern European

    and Russia grantmaking. As a consultant,

    she continued to provide valuable advice andassistance to that team, while also serving as a

    key adviser to the Center or Arab American

    Philanthropy, a role she continues to play.

    All three employees made special and

    important contributions to the Foundation

    that will be long remembered. As they now

    move into the next phase o their lives, we

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    10

    wish them many happy and

    healthy years ahead.

    While there is always

    a sense o loss when

    enjoyable, respected

    colleagues retire, wewere ortunate to oset

    Maureens departure with

    the promotion of Neal R.

    Hegarty to vice president o

    programs in January 2012.

    Neal, who joined the sta

    in 2000, served over time as

    an associate program ocer,

    program ocer, director o

    the Flint Area program, and

    vice president and associatedirector o programs

    positions that allowed him

    to demonstrate his excellent

    talents as a grantmaker and

    a manager.

    Another notable

    promotion occurred in

    spring 2011 when Ridgway

    H. White was promoted

    to vice president o special projects, a new

    position that allows him to maintain hisinterest in urban planning and revitalization

    in Flint and environs, while he also assists the

    executive ofce in various capacities. Ridgway

    joined the Foundation in 2004 as a program

    assistant or the Flint Area, advancing to

    associate program ocer and program ocer

    over the years.

    Its always a win-win when there are

    opportunities or advancement in our

    organization and sta members ready andeager to rise to the challenge. So it was with

    these individuals.

    William S. White, President

    $0

    $500

    $1000

    $1500

    $2000

    $2500

    $3000

    $3500

    $4000

    Total Assets in 2011 DollarsTotal Assets

    2011200520001995199019851980197519701963

    $365,382,658

    $2,604,246,984

    $2,227,385,917

    Tta Assts at Markt Va & 2011 Dars(in millions)

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    P Sss:Th Trasrmativ Pwr Atrsch

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    12

    eeping children and amilies engaged

    in learning ater school and during

    the summer was the impetus in 1935

    or unding the rst school-based

    recreational programs in Charles

    Stewart Motts home community o Flint,

    Michigan. And or decades it has remained the

    driving orce behind the Mott Foundations

    continuing commitment to increasing the quality

    o aterschool programming and bringing it to

    scale in communities across the U.S.With that backdrop, in 1998 the Mott

    Foundation and the ederal government ormally

    launched an innovative collaboration the 21st

    Century Community Learning Centers (21st

    CCLC) program aimed at putting afterschool

    programming within reach o any community across

    the nation willing to create community-school

    partnerships or the benet o low-income students.

    As a result o this collaboration, a prolieration

    o high-quality aterschool programs has been

    developed each taking advantage o sometimesinnovative local resources but sharing a set o key

    principles that include:

    n Engaged learning through hands-on activities

    that oten are project-based and incorporate

    multiple learning styles;

    nEngaged amilies who are comortable and

    involved with their local school;

    nIncreased academic competency through

    homework help and enrichment activities that

    link to, and complement, what is learned during

    the school day;nIncreased social and emotional well-being

    through a focus on the whole child and

    activities that build condence;

    nIncreased physical tness through recreational

    and sports activities, inormation on healthy

    eating and liestyles, and distribution o a

    nutritious snack or meal; and

    nUse o nancial models including leveraging

    additional services rom local museums,

    colleges, libraries, arts and other nonprots

    that lead to aordable, scalable and sustainable

    programming.

    On the next several pages, eatures on ve

    communities each receiving 21st CCLC funding

    illustrate the transormative nature o high-

    quality aterschool programs, and are emblematic

    o best practices in the eld today. The richness

    o these programs is dicult to convey in such

    limited space; therefore, we have posted additional

    content about aterschool programs on our Website at www.mott.org/AR11. From east to west,

    the highlighted communities are:

    nLconi, New Hmpshire Project EXTRA!

    (Enriching eXtensions To Raise Achievement), a

    K-12 aterschool program garnering increasing

    interest or its strategies to help high school

    students remain engaged and earn their

    diplomas;

    nDyton bech, Florid Westsides Night

    Alive, a K-5 aterschool program receiving

    statewide recognition or the high level ocommunity support it enjoys, both nancially

    and from a volunteer/service perspective;

    nMichign City, Indin Sae Harbor, a K-12

    aterschool program emphasizing STEM

    (Science, Technology, Engineering and Math)

    activities designed to integrate with, and

    support, regular school-day instruction;

    nDlls, Texs Thriving Minds, a K-8

    aterschool program partnering with more

    than 100 community organizations to provide

    in-school, aterschool and summer programsthat address academic achievement and youth

    development by connecting with arts, culture

    and creative learning; and

    nLos angeles, Cliforni LAs BEST (Better

    Educated Students or Tomorrow), a long-

    running, nationally recognized K-6 aterschool

    program that or the past 24 years has served

    more than 28,000 students annually at

    186 sites.

    K

    P Sss: Th Trasrmativ Pwr Atrsch

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    13

    Need Exceeds Supply

    23.5 million young people need afterschool programs.But, only about 1/3 are currently in a program.

    8.4 MILLIONin programs

    15.1 MILLIONleft unsupervisedafter school

    Number of students left unsupervised after school

    Number of students participating in afterschool programs

    23.5

    MILLION

    (need

    afterschool)

    76% of parents report their childrendo better in schoolbecause ofafterschool programs.

    Parents Report AfterschoolBoosts Academic Success

    7 out of 10 parentslook to afterschool

    programs for

    homework help.

    Src: evidc Prgram Qaity ad Yth otcms i DYCD ot--Sch Tim

    Iitiativ: Rprt th Iitiativs First Thr Yars. Picy Stdis Assciats (2009).

    Src: Atrsch Aiac (2009). Amrica Atr 3PM

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    14

    l, nw Hmpsh

    ev d

    f s sdseventeen-year-old NicholasFecteau remembers a time not

    long ago when his educational

    prospects were looking pretty

    bad.

    I was barely passing my classes, and I

    thought I was probably doomed to repeat a

    year, he said. I didnt feel very good about

    mysel or school. I wasnt even sure i I had it

    in me to graduate.Since 2001, Project EXTRA! (Enriching

    eXtensions To Raise Achievement), a local

    aterschool and extended learning program,

    has oered Fecteau and other struggling

    students in the small, lakeside town o

    Laconia, New Hampshire, the chance to re-

    energize their academic careers and their lives.

    Ken Martin, Project EXTRA! site coordinator

    at the high school, says the districtwide program

    is connecting in-school and out-o-school hours

    in ways that promote educational and personal

    success or all area students.

    Many kids, including those at risk of

    ailing a class or dropping out altogether,

    respond better to learning experiences that

    engage them and meet their individual needs,

    he said. Were using every opportunity,

    including outside the classroom, to make that

    a reality.

    Key to that eort in the high schoolprogram is a collection o aterschool

    clubs aligned around such themes as youth

    engagement in government, dance and

    physical tness, sel-expression through art,

    and peer communication and support.

    The clubs allow students to explore and

    develop new interests and skills, and just

    as importantly link their in-class learning

    to hands-on application. For example,

    members o the engineering technologies

    club created an online virtual city, completewith alternative energy power sources, using

    knowledge cultivated in their math and

    science courses.

    Those linkages can be eye-opening or

    a student who is questioning the merits o

    staying in school, says Martin.

    When kids do real-life problem solving using

    the inormation they get rom a textbook or

    lecture, they start to recognize the value o their

    investment in school, he said. The out-of-

    classroom learning reinorces that connection.Some students also use their Project

    EXTRA! experience to create what the school

    calls extended learning opportunities.

    Available to all Laconia High School students,

    such opportunities allow teens to earn course

    credits through independent study and research

    under the guidance o a teacher or adviser.

    This can be an all-important option or those

    Jewelry-making is one way Project EXTRA! is trying to sparkthe creativity o students at Laconia High School.

    S

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    15

    Project eXtrA!

    Laconia School District, Laconia, New Hampshire

    EnrollmEnt: Mr tha 1,000 stdts i grads K-12

    participatd i br ad atrsch activitis rd

    daiy ad smmr srvics at v schs drig th

    2011-12 prgram. High sch stdts may as gag

    i wkd activitis. Apprximaty 55 prct th

    districts 2,045 stdts qaid r r r rdcd-

    pric sch mas.

    FundinG: Fdra 21st Ctry Cmmity larig

    Ctrs prgram, nw Hampshir Charitab

    Fdati, Crra Fdati ad th WlnH

    Chidrs Acti.

    dEscription: estabishd i 2001, Prjct eXTRA!

    (erichig Xtsis T Rais Achivmt) prvids

    stdts with t--sch ad xtdd-arig

    pprtitis that bid th prsa ad acadmic

    dvpmt takig pac i th cassrm. Its high

    sch prgram icds stratgis dsigd t hp

    stdts stay i sch ad ar thir dipmas.

    Re-energizing the academic careers and lives o teens, including those struggling to complete school,is the goal o Project EXTRA!

    needing to retake a ailed class or otherwise

    struggling to stay on course academically.

    Across the school campus, sta and studentsare condent that Project EXTRA! and other

    supplemental learning activities, such as

    extended learning opportunities, are having

    positive impacts on participants. The schools

    dropout rate or the 2010-11 academic year was

    1.7 percent, down rom 2.9 percent in 2007-08.

    Fecteau credits his academic resurgence to

    the improved sel-esteem, condence, sense

    o belonging and capacity or leadership

    cultivated through his experience in a Project

    EXTRA! club.I started to like school again, he said. My

    grades shot up, so Im able to graduate this

    year, and Im hoping to enlist in the Army. Ive

    also become a better person since I joined the

    club and made a lot o riends. Id say its made

    a huge dierence.

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    16

    Story time helps broaden the imagination and learning o students in the Westside ElementarySchool aterschool program.

    Dy Bh, Fd

    estside Elementary School

    in Daytona Beach, Florida,

    is a prime o example o the

    importance o local leadership

    in developing quality

    aterschool programs.When I decided seven years ago to start

    our program, I knew unding would be an

    issue, Westside Principal Judi Winch said.

    Given the 52 elementary schools in our

    district, the education dollars just werent

    there to support ree programs that meet

    both the academic and recreational needs o

    students and their amilies.

    But she was also keenly aware o the

    proound need. Westside primarily serves

    children from low-income homes; 95

    percent o its students qualiy or ree or

    reduced-cost lunches. Many live in troubled

    neighborhoods, leaving them with ew saeplaces to spend time ater school.

    And with ew additional learning

    opportunities to build and diversiy students

    skills, Winch eared they were at increased risk

    o alling behind their peers.

    Throwing up my hands and saying, Well,

    the money isnt there; theres nothing I can do

    wasnt an option, she said. So I got to work.

    W

    dd spk fshthh l dshp

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    She began by calling on local leaders rom the

    public and private sectors, sharing with them her

    vision for Westsides Night Alive, an afterschool

    program that would blend a wide range o

    academic and recreational activities in a sae and

    nurturing environment. Her ideas and passionquickly sparked interest among those she met.

    Many responded with cash donations,

    while others provided supplies and services.

    Several joined the programs marketing and

    development team and have helped Winch

    raise roughly $500,000 or Westsides Night

    Alive over the past seven years.

    The initial outpouring o support, along

    with unding rom the ederal 21st Century

    Community Learning Centers program for

    Westsides academic components, helpedlaunch in 2005 what has become one o

    Floridas most widely recognized and highly

    regarded aterschool initiatives.

    Financial backing is just one result o

    the leadership behind Westside, says Joe

    Davis, chief operating ofcer for the Florida

    Aterschool Network.

    He says Winch and her sta also have

    demonstrated how individual belie and

    investment can help engage and energize an

    entire communitys support or aterschool.They set the bar high at Westside, and their

    enthusiasm or expanded learning activities

    creates a buzz that the community eeds o and

    an environment in which the students and their

    families love to participate, Davis said.

    The old adage of students have to think

    that you care, beore they care what you think

    denitely applies to Westside. The students

    know that their principal cares, as well as

    their teachers and the rest o the sta in the

    aterschool programs.Carol James agrees. Her 7-year-old

    grandson, Brandon, participates in Westsides

    Night Alive, and she has seen improvement in

    his grades, as well as his behavior, sel-esteem

    and relationships with others. James herself has

    become active in the program, joining Brandon

    for weekly Book Bingo nights and other

    aterschool events.

    She believes that the leadership

    demonstrated by Winch and others in theprogram is an important inspiration to

    Westside students and their amilies.

    They show us every day that they really

    do care about the kids, that they want them to

    succeed, James said. That helps to remind all

    o us that when we come together, we can make

    wonderul things happen in this community.

    Westsides Night Alive

    Westside Elementary School, Volusia County Schools,Daytona Beach, Florida

    EnrollmEnt: Apprximaty 160 stdts i grads

    K-5 participatd i Wstsids br ad atrsch

    activitis rd daiy ad smmr srvics drig

    th 2011-12 prgram. Abt 95 prct Wstsids 400

    stdts qaid r r r rdcd-pric sch mas.

    I th Vsia Cty Sch District, which icds

    Wstsid emtary, 58 prct th 61,524 stdts

    qaid r r r rdcd-pric sch mas.

    FundinG: Fdra 21st Ctry Cmmity larig

    Ctrs prgram ad hdrds idividas,

    rgaizatis ad bsisss.

    dEscription: lachd i 2005, Wstsids night Aiv

    prvids stdts ad thir amiis with a brad rag

    dcatia, richmt ad rcratia activitis.

    Th prgram is widy rcgizd r th high v

    cmmity spprt it jys, bth aciay ad rm a

    vtr/srvic prspctiv.

    Westside students use balloon and marshmallow shootersto study the scientic relationship between mass and orce.

    17

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    18

    Mh cy, ind

    us fsh t bs

    sy d hvmhen Herb Higgin, coordinator

    o the Sae Harbor aterschool

    program in Michigan City,

    Indiana, asked Al Walus to

    mentor a newly organized high

    school robotics team, Walus not only signed on

    as a volunteer, but also recruited 14 engineers

    rom other area companies.

    Walus is a longtime member o Michigan

    Citys Economic Development Corp. and onthe sta o Christopher Burke Engineering. He

    was concerned with preparing the areas next-

    generation workorce one capable o lling

    the increasingly high-tech, high-skill demands

    o local industry and businesses.

    Afterschool was our foot in the door, he

    said. It was an opportunity to pique kids

    interest in science, technology and engineering.

    Increasingly, Walus also sees aterschool as

    the space where curriculum innovation can

    take place innovations that eventually couldimpact the regular school day.

    Our local branch of Purdue University had

    expanded their engineering program thats

    what ultimately sold me on the value o Sae

    Harbor, he said. If our kids are going to take

    advantage o that opportunity, we have to start

    engaging them with the sciences beore high

    school. Thats just too late.

    Sae Harbors emphasis on STEM (Science,

    Technology, Engineering and Mathematics)

    parallels recent changes at the district level,

    where Superintendent Barbara Eason-Watkins

    has instituted adjustments to curricula at themiddle-school level, created two elementary

    magnet schools one o which ocuses on

    STEM education and implemented a

    comprehensive instructional technology

    plan recognized nationally or its innovative

    classroom methodology.

    Eason-Watkins worked or 35 years or

    the Chicago Public Schools, ultimately serving

    as the chie education ocer. Ater accepting

    the Michigan City position two years ago,

    she conducted a 60-day listening tour ofthe community and then began restructuring

    the district.

    The schools are integral to the long-term

    success of our community, she said. What

    parents, local businesses and aculty want is

    more rigorous programming or our kids

    programming that is relevant to 21st century

    skills. As superintendent, my job is to identiy

    and push the key levers that will help the

    district create the best possible conditions or

    academic success.Those levers include aterschool

    programming, according to Jan Radford, the

    districts director o curriculum development.

    Like Eason-Watkins, Radford views afterschool

    as a curricular extension of the academic day

    a sae space where students can take risks,

    ask questions, try new things and apply what

    theyve learned.Students construct paper rockets during an aterschool

    program ocusing on STEM.

    W

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    19

    If you give them the space and the time to

    engage with others in dierent situations, kids

    will become more adept, said Higgin o the

    value o a challenging aterschool experience.Kids become more comfortable making

    mistakes. They come to understand that

    mistakes help you learn.

    Nowhere has that played out more

    convincingly than with Sae Harbors robotics

    team.

    The kids stuck with it, even though their

    initial design kept breaking down, he said.

    They didnt give up, and they ended up taking

    the Midwest Regional Rookie All-Star award

    this March.The award not only validated the eorts o the

    robotics team, Higgin says, but also has inspired

    increasing numbers o younger kids to take an

    interest in robotics, rocketry and the lie sciences.

    There are partnerships big and small in

    place, he said. Lots of people are engaged with

    our kids. Michigan City has really embraced

    aterschool.

    Fire Hawk, a robot designed by Michigan Citys robotics team, took the 2012 Midwest Regional Rookie All-Star award.

    sAfe hArbor

    Michigan City Area Schools,

    LaPorte and Porter counties, Indiana

    EnrollmEnt: Abt 950 stdts i grads K-12

    participatd i Sa Harbr at 13 schs drig th

    2011-12 prgram. Atrsch activitis wr rd daiy

    at mtary schs, whi midd ad high schs

    rd atrsch prgrammig svra days ach wk.

    Apprximaty 70 prct th districts 6,722 stdts

    qaid r r r rdcd-pric mas.

    FundinG: Fdra 21st Ctry Cmmity larig

    Ctrs prgram, nASA, JCPy, Michiga City

    erichmt Crp., privat drs ad spsrshipsrm ara bsisss.

    dEscription: estabishd i 1998, th prgram prvids

    ttrig ad hmwrk assistac as w as a mbr

    dvpmta ad acadmic richmt activitis,

    with a spcia mphasis STeM (Scic, Tchgy,

    egirig ad Math) dcati, that itgrat with, ad

    spprt, rgar sch-day istrcti.

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    20

    Ds, tXs

    us h s s ph

    dm sssallas, Texas, is home to anexpansive arts district that

    includes numerous visual and

    perorming arts venues. But

    local leadership recognized early

    on the troubling act that too many o its

    residents especially schoolchildren rom low-

    income neighborhoods were unable to take

    advantage o the rich and diverse activities that

    were occurring there and throughout the city.To remedy the situation, and use the arts as

    a strategy to expand creativity and encourage

    academic success, Big Thought, a Dallas-based

    nonprot, created Thriving Minds, a sprawling

    network o community partners that work

    together to ensure that the arts are a daily reality

    or the citys students during and ater school.

    Creative learning opportunities help

    kids build a sense o sel, said Gigi Antoni,

    longtime president and CEO o Big Thought.

    The arts offer kids a chance to identify their

    own strengths and talents, to experience

    pleasure and they give them a way to

    succeed to eel a sense o accomplishment.

    An advocate or children and the arts or

    almost 25 years, Antoni says the arts are the

    sweet spot that Big Thought has focused

    on while building a system o opportunities

    or creative learning in partnership with the

    Dallas Independent School District (ISD) andmunicipal government.

    We began with a strong arts concentration

    and, rom there, have tried to connect the

    dots so that the children participating in our

    aterschool programs are surrounded by the

    academic and social supports they need to

    succeed in school, she said.

    Operating ve days a week rom 3 to 6

    p.m. in 39 elementary and middle schools,

    Thriving Minds uses music, drama, dance

    and the visual arts what leaders call thebig A arts along with the small a arts

    such as cooking, crocheting, storytelling

    and gardening, to engage children and,

    increasingly, their amilies with their

    community school and the services available.

    We use the acronym STEAM because

    our roots are in the arts, but weve grown

    to include the STEM (Science, Technology,

    Engineering and Math) subjects, said Brenda

    Snitzer, Big Thoughts aterschool regional

    manager.More than 100 service organizations also

    bring athletics, service learning, health and

    wellness, and college and career exploration

    activities to Thriving Minds.

    The program builds o the regular school

    day, which also bears the imprint o Thriving

    Minds. Working with the Dallas ISD,Kindergarteners at W.W. Bushman Elementary School createdbutterfies as part o a lesson about the winged insects.

    D

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    21

    Thriving Minds helped to develop a new K-12

    ne arts curriculum and realign the existing

    arts integration program with new curricula inmath, science, social studies and the language

    arts. Since 2007, Dallas ISD has hired 140

    in-school ne arts teachers and instituted a

    policy mandating weekly arts instruction or

    every elementary student.

    These innovations including the

    aterschool program instituted in 2008 have

    had positive impacts on students TAKS (Texas

    Assessment o Knowledge and Skills) test scores,

    says Antoni. But more must be done to help

    students change the trajectory o their lives.For too many of our students, the horizon

    is only as wide as they can stretch their arms,

    Antoni said. Big Thought is dedicated to

    broadening their world helping children

    see the vast panorama o possibilities through

    creative activities that engage them in school,

    aterschool and in their community.

    Young musicians at Roger Q. Mills Elementary School buildcondence through perormance opportunities. thriviNg MiNds

    Dallas Independent School District (ISD),

    Dallas, Texas

    EnrollmEnt: A tta 5,852 stdts i grads K-8participatd i atrsch activitis rd at 39 schs

    daiy ad smmr srvics at schs ad cmmity

    aciitis drig th 2011-12 prgram. o th district s

    157,111 stdts, 86.5 prct qaid r r r

    rdcd-pric mas.

    FundinG: Fdra 21st Ctry Cmmity larig

    Ctrs prgram, Txas edcati Agcy, City Daas,

    Chas Bak, Waac Fdati, thr privat ad

    crprat datis, ad idivida drs.

    dEscription: Sic 2007, Big Thght, th maagig

    partr Thrivig Mids, has cctd th City

    Daas, th Daas ISD ad mr tha 100 cmmity

    rgaizatis t prvid i-sch, atrsch ad

    smmr prgrams that addrss acadmic achivmt

    ad yth dvpmt by cctig cassrm

    bjctivs ad traditia tachig mthds with arts,

    ctr ad crativ arig.

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    22

    Euclid Avenue Elementary School dancers perorm the samba in costumes they designedand created ater school.

    ls as, caf

    tk wh hdappah afsh

    urveying a group o young tennis

    players on the busy playground at

    Euclid Avenue Elementary School

    in the Latino neighborhood of

    Boyle Heights, site director Miguel

    Amaya muses about the benets of LAs BEST

    (Better Educated Students or Tomorrow)

    aterschool programming.Early on we nudge them to try new

    things, to move them out o their comort

    zone. It pays o later, he said.

    The sense o sel-ecacy, sel-awareness and

    sel-assurance demonstrated by participants has

    been documented by several outside evaluations

    of LAs BEST. It is a much-desired outcome

    or the 24-year-old aterschool model and its

    whole child approach to programming.

    Like the other 185 LAs BEST sites across

    the city, Euclid Avenues large, enced campus

    is a hive o activity each day ater school. Under

    the watchul eye o Amaya, almost 200 children

    make a seamless transition rom the school

    day to an intentional balance o academic,enrichment and physical recreation activities

    designed to ensure that each student is healthy,

    sae, engaged, supported and challenged.

    The yardstick weve set for ourselves has

    always been: Is this a program my children

    and grandchildren would like to attend? Is

    this a joyul, cool, un place to be? said Carla

    S

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    23

    lAs best

    Los Angeles Unied School District (LAUSD),

    Los Angeles, Caliornia

    EnrollmEnt: Abt 28,000 stdts i grads K-6

    participatd i atrsch activitis rd daiy at 186

    schs drig th 2011-12 acadmic yar. Abt 76

    prct th districts 610,785 stdts qaid r

    r r rdcd-pric mas.

    FundinG: Fdra 21st Ctry Cmmity larig

    Ctrs prgram, Cairia Dpartmt edcati,

    City ls Ags, Mtt ad thr privat datis,

    ad hdrds idividas, rgaizatis ad

    crpratis.

    dEscription: estabishd i 1988, lAs BeST (Bttr

    edcatd Stdts r Tmrrw) is a idpdt

    prt rgaizati gvrd by thr bards that wrk

    i cabrati with th lAuSD, th mayrs fc ad th

    privat sctr. Th missi lAs BeST is t prvid a sa

    ad sprvisd atrsch dcati, richmt ad

    rcrati prgram r chidr ags 5-12.

    Sanger, president and CEO of LAs BEST

    since its inception.

    Sustaining the program year ater year and

    keeping it relevant, vital and a fun place to

    be is both a challenge and a uniying goal

    or the programs board and more than 2,300oce and eld sta.

    This is no paper partnership, its a

    daily articulation, said Sanger, noting that

    entropy can set in quickly if a program is

    not exciting and rewarding or kids, parents,

    teachers and sta members.

    Which is why, she says, many i not most

    of the site-based employees are homegrown.

    Because they come rom the surrounding

    neighborhoods, they are positioned to

    understand the culture and needs o localstudents and their amilies.

    Staff training is another hallmark of LAs

    BEST. Prior to setting oot on a campus, new

    hires are required to attend a six-day orientation,

    shadow existing site sta and undergo training

    in leadership, saety and youth development.

    Staff turnover is low, and LAs BEST is perceived

    as a safe haven, a place where children can be

    children, according to Jera Turner, principal of

    Grape Street Elementary School.

    We serve pint-sized people with adultproblems, so theres no us and them mentality

    at Grape Street, she said o the collaboration

    that occurs daily between her teachers and the

    staff of LAs BEST. We use afterschool as a

    motivational tool. Weve had some exceptional

    turnarounds, especially with some o our most

    troublesome students.

    LAs BEST is not a drop-in program.

    Parents who sign up commit to sending

    their children three hours a day, ve days a

    week. Increasingly, research has conrmedwhat educators know intuitively gains

    in academic achievement and decreases in

    negative behavior are consistent with regular

    attendance in high-quality aterschool

    programs.

    Closing the achievement gap that

    doesnt happen in a vacuum, Sanger said.

    LAs BEST strives to be symbiotic with

    all o its partners, and that requires fuid

    communication and a constant ocus on what

    is best or our kids.

    Science Fair contestants rom Euclid Avenue Elementary Schoo

    aterschool program placed among the citys top teams.

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  • 7/29/2019 2011 C.S. Mott Foundation Annual Report Picturing Success: The Transformative Power of Afterschool Reprint

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