The second ebook in the Rotarian Economist Short Books Series has been published. Partnerships, innovation, and evaluation can increase the quality, scope, and reach of Rotary’s service work in communities. The book suggests with case studies how this can be done. All books in the series are free and available here in multiple formats. Please share this link widely with others for them to be able to benefit from this resource. And if you like the books in the series, please consider writing a quick review at Smashwords!
As part of our new strategic plan, our club is stepping up efforts to improve our public image and our presence in the community, in part through social and traditional media, but also through the organization of public events and participation in existing events. Which is better? Creating our own event, or participating in events that already exist in your community?
As expected, the answer is “it depends”. Both types of events are an option, and if you can do both, all the better for your club. Let me illustrate this with two events for our club in the past week: our participation in the Barracks Row Festival (an existing event) on September 24, and our seminar on education for peace and social change at the World Bank (an event we created) on September 20.
The Barracks Row Festival is an annual family-oriented community event for Capitol Hill, the neighborhood in which our club is located in Washington, DC. Some 140 organizations and vendors have stands. Depending on weather, up to 10,000 people pass through the street where the event is located from 11 AM to 5 PM. For the second year in a row, we participated. This year our stand featured a bean bag game (as shown in the picture where you can see that our game has the Rotary emblem!) Children and adults who succeeded in throwing a bag in the hole got a cute slap bracelet. In practice, we (of course) gave the slap bracelet to all the children who wanted it. Thanks to one of our members and her colleagues, we also had face painting for children for a few hours. This was as expected an even better attraction for children than the bean bag game.
A few hundred people came by our stand, on a few occasions because they were interested in Rotary, but mostly because their children wanted to play or get their face painted. We did make a number of useful contacts, but more importantly we got our name out there in a positive way. We contributed to an important event in our community, which we should do independently of any potential benefit for our club.
Our second event this past week was very different. We organized a seminar at the World Bank on education, peace, and social change with three very good speakers: one from our public school system and two from great local nonprofits (Street Law and One World Education). A Rotary Peace Fellow from George Mason University served as discussant, and one of my colleagues at the World Bank served as chair.
I will write more about the seminar when I will have the video to share, but for this post, in terms of comparing participation in an existing event with organizing a new event, the lessons are twofold. First, the seminar was well attended (with about 55 participants), but it reached fewer people than our stand at the Barracks Row Festival. On the other hand the people we reached included professionals that we are aiming to work with through our Capitol Hill pro bono initiative whereby we provide strategic advise to local nonprofits and agencies on the challenges they face. The event not only contributed to the broader discussion on education and peace, but it also contributed to our credibility as a partner. The fact that we co-organized the event with the World Bank. a respected organization in DC, did not hurt.
So, the message that I wanted to convey with these two examples of recent events for our club is simple: if you can, you should consider multiple types of events to make your club better known. Some of these events could be created from scratch, as we did for the seminar at the World Bank, while others could entail participation in existing community events with broader reach. Both types of events are great opportunities to make your club better known and contribute to the community.
For readers of this blog who are based in the greater Washington, DC, area, please take note of an event I am organizing at the World Bank. On September 20, 2016 at 4 PM (until 5:30 PM followed by a light reception), we will have a great panel discussion on education for peace and social change featuring innovative programs in the DC area. The event is co-sponsored by my Rotary club and organized ahead of International Peace Day. Details are provided below. Feel free to share this information with others as all are welcome, but please do register at the following link if you intend to come but are not a World Bank staff (space is limited).
Registration Link: https://www.surveymonkey.com/r/TVQXZ7G.
Education, Peace, and Social Change: Innovations in the District of Columbia
Panel on September 20, 2016 at 4:00 PM, Room J 1-050 (Address: 701 18th St NW, Washington, DC 20006)
How can secondary education be safe for students while also promoting peace and social change? This question will be discussed by a panel featuring innovative programs in Washington, DC. These programs provide useful insights not only for the United States but also for developing countries. Case studies will be presented about work in this area by District of Columbia Public Schools (in terms of improving safety in schools and promoting restorative justice), Street Law (in terms of empowering young people with legal and civic knowledge, skills, and confidence to bring about positive change for themselves and others) and One World Education (in terms of improving the research and writing skills of students and enabling them to write about issues that they deeply care about). The panel is organized for International Peace Day (on September 21) by the World Bank’s Education Global Practice together with the Global Partnership for Education, the World Bank Community Outreach, and the Rotary Club of Capitol Hill. A light reception will follow the event.
Introduction: Quentin Wodon, Lead Economist, World Bank
Chair: Joel Reyes, Senior Education Specialist, World Bank
David Jenkins, Manager of Behavior and Student Supports, DC Public Schools
Lee Arbetman, Executive Director, Street Law
Eric Goldstein, Chief Executive Officer, One World Education
Arthur Romano, Assistant Professor of Conflict Analysis and Resolution, George Mason University
Rotarians could have a larger postive impact on their community if they used their professional skills to the benefit of local nonprofits. I have mentioned the idea of the Pro Bono Rotarian on this blog in recent months. My club is launching a new pro bono pilot initiative on July 12 at the Hill Center in Washington, DC.
For readers of this blog living in the greater Washington, DC, area, I hope that you will be able to join us for the launch event. Our keynote speaker will be Eric Goldstein, the Founder and CEO of One World Education. Please spread the word about this event!
For those not living in the Washington, DC area who may be interested in the initiative, please don’t hesitate to post a comment on this blog or contact me if you would like to learn more about this initiative and how you could launch similar initiatives in your club.
The info on our launch event is provided here as well as below.
Launch of the Capitol Hill Pro Bono Initiative
Tuesday July 12, 2016 from 6:00 PM to 7:00 PM at the Hill Center
Old Naval Hospital, 921 Pennsylvania Ave SE, Washington, DC 20003
To help us plan, please register at https://www.surveymonkey.com/r/8DDPLQK.
What? Help local nonprofits to achieve higher impact. As a lawyer, marketer, social media expert, evaluation specialist, or other professional, volunteer your skills to help nonprofits improve/expand their services.
Why? Because you can often make a larger impact in the community when you volunteer your skills to help nonprofits excel and grow.
How? Join an initiative from the Rotary Club of Capitol Hill in 2016-17 to provide pro bono advice to local nonprofits in Capitol Hill and beyond.
Who? This initiative is for Rotarians and others to engage in service work. Non-Rotarians are welcome to join teams advising participating nonprofits.
Keynote Speaker: Eric Goldstein, Founder of One World Education
One World Education is an innovative DC-based nonprofit running the largest writing program in DC public schools, reaching close to 6,000 students in 2015-16. A team from the Rotary Club of Capitol Hill and American University recently conducted an independent evaluation of One World Education, suggesting positive impacts and strong appreciation by teachers and students. Eric Goldstein will explain how the program works, why writing skills are essential for students to succeed in college and careers, and how nonprofits can benefit from professional pro bono advice.
Eric Goldstein is the founder of One World Education. Previously he was an educator in public, charter, and independent schools. He earned a US Department of the Interior Partners in Education Award while teaching in DC. Eric holds a Master’s in Education from the University of Vermont and a Master’s of International Policy from George Washington University. His career in education started after a solo 5,000-mile bicycle trip across the US in 1999.
Can internship and mentorship programs help students graduate from high school and prepare them for colleges and careers? What type of support is needed for the most disadvantaged youth, including those who suffer from homelessness? Do tutoring programs help students learn? How can we improve the research, writing, and presentation skills of middle and high school students?
These are some of the questions considered in a new series of briefs on innovations in education in the greater Washington DC, area of the United States. The series is launched jointly by the World Bank Group’s (WBG) education team, the WBG Community Connections Program (the WBG’s outreach program to the local community), and the Rotary Club of Capitol Hill. We hope to contribute to better education outcomes not only in the DC area but also elsewhere by showcasing innovative programs that make a positive difference in the life of students and how well they learn.
Why focus on DC? The WBG’s mission is to end extreme poverty and boost shared prosperity. While living standards in DC are better than in the developing work, poverty rates remain high and only about two thirds of students complete high school according to the Office of the State Superintendent of Education. While improvements have been achieved in recent years, innovations are needed to improve education and employment outcomes for disadvantaged children and youth.
The briefs, in a small but meaningful way, will hopefully contribute to debates on how to improve education by featuring successful programs and policies. The programs and policies featured in the briefs will likely be relevant for other regions in the United States and developing countries with similar challenges.
The first set of briefs in the series feature non-profits that benefited from monitoring and evaluation grants from the WBG’s Community Connections Program or pro bono evaluation support provided by World Bank staff. The Latin America Youth Center (LAYC), One World Education, and the Urban Alliance are among the nonprofits featured in the briefs released on the occasion of the WBG’s Volunteer Awareness Day on May 10.
Below is a brief description of the work of the three organizations together with links to the briefs on these organizations.
LAYC: Some 17,400 young adults aged 18 – 24 who are from the Washington Metropolitan Area are disconnected from work and school. These youth are often from low-income families, are not in school, and are out of work. They typically face multiple challenges, including homelessness, issues with the courts, or substance abuse. These challenges prevent them from successfully transitioning into adulthood. LAYC uses an innovative approach called the ‘Promotor Pathway’ to target high-risk youth. It’s a long-term, intensive, holistic case management and mentorship intervention which has led to positive changes in school enrollment, birth rates, and homelessness.
One World Education: During the 2015-16 school year, One World Education worked with District of Columbia Public Schools as a partner for the ‘Cornerstone’ initiative. Cornerstones are high-quality, in-depth core curricular experiences such as argumentative writing programs. Cornerstones aim to provide rigorous content to students, improved professional development for teachers, and continuity and consistency across grades and subjects. Some 5,200 students in 15 DC public schools in grades 10 and 12 have already participated in the One World Education programs.
Urban Alliance: This non-profit organization, which operates in DC, Baltimore, Chicago, and Northern Virginia, facilitates the transition of disadvantage youth from high school to college to employment. It does so by running a comprehensive early employment program that provides access and exposure to professional networks for youth enrolled in the program. Urban Alliance staff train and mentor the students through their first professional employment opportunities, which help propel them to future success. Over 90 percent of Urban Alliance alumni go on to college. The WBG has participated in the Urban Alliance program since 1997 and supported over 300 students through internships. Results from an external evaluation suggest that the Urban Alliance program improves high school graduation rates and the likelihood that students will go to college after graduation.
The objective of the series of briefs is to document these and other successful programs, so that they can inform education policy and practice not only in DC, but also elsewhere. If you are living in the Greater Washington, DC, area and if you have an idea for a potential brief in the series, please let me know or post your idea in the comment section below.
This post is reproduced with minor changes from a post published by the author on May 9, 2016 on the World Bank Education for Global Development blog.
Readers of this blog know that I have emphasized for some time the need to strengthen a culture of evaluation in Rotary. Evaluations should be undertaken not only for our service projects, but also to assess how our clubs meet, work, and grow – or wither away. This post is about a recent evaluation of an education project supported by my club, and how the evaluation is proving to be useful not only for the local nonprofit we worked with, but also for our club and more generally for practitioners and policy makers working in the field of education.
For several years my club has supported One World Education (OWEd), a great nonprofit based in Washington, DC. OWEd runs the largest argumentative writing program in public and charter schools in the city. The nonprofit reached 5,800 middle and high school students this past school year. The aim of the program, which runs for 4-5 weeks in the schools, is to improve the research, writing, and presentation skills of the students, many of whom are from disadvantaged backgrounds and do not do very well in school.
In previous years, our support to OWEd consisted in providing a bit of funding and volunteering at some of their events. This year, we provided college scholarships for some of the high school students (seniors) who participated in the program and worked especially hard. But we also did more. Together with a team at American University, we designed an evaluation of the program to better measure its impact. For more than 550 students, teachers collected essays written in class before and after the program. The essays were graded by professors and instructors in the Department of Literature at American University. This enabled us to assess whether the program made a difference in the writing skills of middle and high school students.
The evaluation demonstrated that the program has a positive impact. The program generates statistically significant gains in writing quality, especially for students who performed worst on the initial pre-program assignment. The positive impact of the program was confirmed through data on the perceptions of teachers and students about the program. Two summary briefs about those evaluation results have been written and are now available for public schools and for charter schools separately.
It is clear that this type of evaluation is beneficial for the nonprofits whose programs are evaluated, as the evaluations enable the nonprofits to measure their impact, and take corrective action when needed. The evaluations are also beneficial for our club in reassuring members that we are investing in worthwhile initiatives.
But there is more. Many others are interested in such evaluations and may learn from them, possibly generating larger impacts beyond the specific programs being evaluated. And these evaluations provide for great stories to be featured in local newspapers or magazines as well as social media, giving more visibility not only to the nonprofits and programs being evaluated, but also to the Rotary clubs that supported those evaluations.
This is what we are focusing on now – making sure that the positive results obtained by OWEd through its program are better known in Washington, DC, and beyond. We are writing short articles that document those results, and some of the stories of the students who benefited from the program. We have secured already two placements for stories in the local media and we hope to write additional articles for national publications about the results of the evaluation. In addition, we will also prepare technical papers for academic journals. It remains to be seen whether we will be successful, but we now have a stronger story to tell thanks to the evaluation.
Finally, as mentioned, the evaluation has been summarized in two easy-to-read briefs. The two briefs, together with briefs about the work of other nonprofits operating in the field of education and skills for youth in the city, will be included in a small brief series on innovations in education in Washington, DC to be published by the World Bank. We hope that this simple brief series will help attract attention to the nonprofits doing great work in the city, while also helping practitioners and policy makers learn from the experience of successful programs.
In summary, evaluation is essential not only to help improve service projects, whether implemented by Rotary clubs or nonprofits, but also to tell stronger stories about ways to improve the lives of the less fortunate. Investing more in evaluation seems to be a win-win for nonprofits as well as service clubs. And for Rotary as a whole, as I mentioned it in a previous series of posts on this blog, focusing more on partnerships, innovation, and evaluation seems key to achieve larger impacts.
Growing local economies requires many different ingredients, but one of the most important ones is a skilled workforce, especially among youth. Skills tend to be acquired through the education system. As part of a series on increasing Rotary’s impact through partnerships, innovation, and evaluation, this brief tells the story of an innovative program in Washington, DC that is improving writing skills for high school seniors in public schools and preparing them for college in part with support from Rotary.
The United States benefitted for decades from one of the most skilled workforce in the world, but there are concerns that this is not the case anymore. Within the US, the District of Columbia has been struggling and often ranks at the bottom of the National Assessment of Educational Progress league tables. There are many reasons for the poor performance of the District. In spite of major improvements in economic development in the last decade, a substantial share of its population remains poor, and poverty is one of the main drivers of poor performance in school. But some programs are helping.
One World Education
One World Education (OWEd) trains teachers and helps students improve their writing skills, and think about their college options at the same time. OWEd was created in 2006 by two teachers, Eric Goldstein and Emily Chiariello, who taught at one of the charter schools in Washington, DC. Their idea was to use students’ reflective writing as the foundation for what was discussed in the classroom. The model proved successful as students became more engaged and, in turn, started to develop better research, writing, and analytical thinking skills. The non-profit was launched in 2007 and has been growing. OWEd recently signed an agreement with DCPS (District of Columbia Public Schools) to expand its programs in all public high schools in the city. As a result, OWEd has become the largest nonprofit program operating in the District’s public schools.
The program focuses on writing skills and is adapted to various grades. For example, the Grade 12 program helps students analyze, research, write argumentative essays, and lead presentations about the college and career issues that await them after graduation. It includes a comprehensive seven week coaching period. Essays written by students can serve as their Senior Project. Selected student essays are published on OWEd’s website, providing recognition for students and creating a cycle of peer-to-peer learning.
More generally, for all grades where the program is implemented (Grades 8, 10, and 12), students and teachers can access a number of resources provided by OWED, including the following:
- Common Core Aligned Lesson Plans: All lesson plans are created by teachers, for teachers, and are aligned to multiple research, writing, and presentation Common Core State Standards. Lessons are accompanied by rubrics for teacher evaluations and peer-to-peer reviews;
- Student Writer’s Notebook: the notebook leads students to analyze exemplary, peer-authored essays before guiding them through researching, outlining, drafting, and revising their own argumentative essays.
- Student and Educator Portals: Students and teachers will have access to easy-to-access lesson plans, rubrics, research sources, and related resources for teachers and students are available online.
Evaluating Program Impacts
Randomized controlled trials have not yet been implemented to assess the impact of the programs run by One World Education, but other data suggests that the program is having an impact. Specifically, evaluations by students and faculty at American University and George Washington University suggest gains in writing quality and self-confidence for students that have participated in OWEd’s programs.
In order to assess gains in the quality of the writing of participants, a sample of students participating in the program take a writing test before the start of the program and at the end of the program. The test is graded by university professors. Results suggest important gains after program participation.
Feedback from teachers – and more importantly students who have participated in the program is positive. For example, in the 2014 DCPS Grade 10 evaluation by students, participants reported improvements in terms of their ability to make a claim (87 percent); Provide research to support a claim (87 percent); Write (85 percent); Research information (84 percent); Analyze research (84 percent); Create an outline (79 percent); Create a draft (78 percent); Establish a research plan (75 percent); and Revise their essay (75 percent).
These and other positive evaluations of the program in partnership with two local universities have been a key factor in the agreement reached by OWEd with DCPS to substantially expand the program in grades 9, 10, and 12. All public high school students in the District in those grades will now have the opportunity to participate in the program.
How Has Rotary Helped?
Rotarians from the Rotary Club of Capitol Hill in Washington, DC, have supported the project in various ways. The club has donated funds to, and volunteered with, OWEd for several years. In 2015-16 the club’s donation will be matched with a district grant using so-called district designated funds from the Rotary Foundation.
Each year student essays are assessed by a panel of judges at a College and Career Writer’s Challenge each year. This enables students to learn how to make an argumentative pitch to a panel. One student from each school is eligible to earn a college or vocational training scholarship, and every participating school can nominate a number of seniors to participate in the event. Rotary club and district grants will allow OWEd to provide small scholarships for college to 10 students who have written especially good essays thanks to the program.
In addition, Rotarians have participated in OWEd’s programs in a number of volunteering capacities, including as judges for the essay competitions taking place at the College and Career Writer’s Challenge.
In supporting OWEd, Rotary builds on the benefits from partnerships, innovation, and evaluation. OWEd itself has partnered with District of Columbia Public Schools to substantially expand the reach of its program. The program is innovative in the way writing skills for students are being developed using a range of different resources and mechanisms. Evaluations of OWEd’s programs have shown that the programs generate measurable gains in middle and high school students’ writing skills, and in their self-confidence. The program not only improved the student’s writing, but it also helps in preparing them for college and career-level writing.
For Rotarians, OWEd’s programs have also offered unique opportunities to personally support students from disadvantaged backgrounds by contributing in the programs in various ways. This had been done through donations, but also through volunteering.