Striving together : early lessons in achieving collective impact in education /

In 2006, Cincinnati and Northern Kentucky had been suffering from many of the same challenges facing metro regions across the country. Despite significant investments in education from the public and private sectors, outcomes were alarming: Kindergarten readiness was below fifty percent, and nearly...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autores principales: Edmondson, Jeff, 1966- (Autor), Zimpher, Nancy L. (Autor)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Albany, New York : State University of New York Press, [2014]
Temas:
Community and school > United States > Case studies.
School improvement programs > United States > Case studies.
Educational accountability > United States > Case studies.
Enseignement > Réforme > États-Unis > Études de cas.
Responsabilité du rendement (Éducation) > États-Unis > Études de cas.
EDUCATION > Administration > General.
EDUCATION > Educational Policy & Reform > General.
School improvement programs.
Educational accountability.
Community and school.
United States.
Ohio > Cincinnati.
Case studies.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Contents
  • Foreword
  • Acknowledgments
  • Introduction
  • Part I. Origins and Organizational Development
  • Chapter 1. A Cincinnati Story
  • A New Kind of Collaboration
  • Michael Graham echoed this sentiment:
  • A New Way of Doing Business
  • Articulating a Shared Cradle-to-Career Vision
  • The Way Forward: Launching the StrivePartnership
  • Building a Cradle-to-Career Civic Infrastructure
  • Chapter 2. Paving the Way for Quality Replication: A Framework for Cradle-to-Career Civic Infrastructure
  • Pillar I: Shared Community Vision
  • Pillar II: Evidence-Based Decision MakingPillar III: Collaborative Action
  • Pillar IV: Investment and Sustainability
  • Cross-Sector Engagement and Accountability
  • Cradle-to-Career Vision and Scope
  • Strategic Communications
  • Community-Level Outcomes
  • The community report card
  • Data Collection and Sharing
  • Capacity to Analyze Data
  • Selecting Priority Outcomes
  • Collaborative Action Networks
  • Continuous Improvement Process
  • Mobilizing Resources for Impact
  • Anchor Entity and Staffing
  • Policy and Advocacy Alignment
  • Taking the Cradle-to-Career Framework to ScaleChapter 3. Striving for Quality and Commitment: A Theory of Action
  • Forming a National Intermediary
  • A New Group of Champions
  • Steps toward a Theory of Action
  • Developing the Theory of Change
  • A Step Closer: The Progress Assessment Tool
  • Putting a Stake in the Ground: The Theory of Action
  • The four underlying principles of the Theory of Action
  • The Gateways of the Theory of Action
  • Part II. Cradle-to-Career Case Studies
  • Chapter 4. Portland: All Hands Raised
  • The Lay of the Land
  • A Higher Ed PartnerGaining Focus, Getting Started
  • The Work Begins
  • The Data Tell the Story
  • The Learning Laboratory: Ninth Grade Counts
  • Funding and Financial Support
  • All Hands Raised Partnership Today
  • Chapter 5. Bridging Richmond
  • A Region in Transition
  • Economics Meet Education
  • Getting Started
  • A High-Profile, Fragile Start
  • Leadership and Organizing Framework for Bridging Richmond
  • Action Teams Structure
  • Bridging Richmondâ€?s Aspirational Goals
  • Goal 1: Every child will be prepared for school through high-quality early childhood education.Goal 2: Every child will be supported inside and outside of school.
  • Goal 3: Every child will succeed academically.
  • Goal 4: Every young person will complete some form of postsecondary education.
  • The Promise Neighborhood as a Community of Practice
  • Support for Bridging Richmond
  • A Fresh Start
  • Chapter 6. Seattle/South King County: The Road Map Project
  • The Backbone Organization and Project Champion
  • A Collective Effort Takes Shape

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