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Collective Impact is a collaborative approach that brings together stakeholders working towards shared goals in order to make signifcant change in communities. The Collective Impact or Children & Youth project was launched by the United Way o the Central Carolinas in the spring o 2012. This 10-year project involves 16 United Way-supported agencies (listed below) in Mecklenburg County that provide services to children rom pre-kindergarten through high school. United Way’s goal or its Collective Impact initiative is to increase the cohort graduation rate or the at-risk, low-perormin g students served by these agencies over the next 10 years. This is year two o the project. ACADEMIC WORKGROUP EARLY LEARNING WORKGROUP ENRICHMENT WORKGROUP • A Child’s Place • Ada Jenkins Center • Care Ring • Communities In Schools • Council or Children’s Rights • Right Moves or Youth • The Urban League • YMCA • YWCA • Charlotte Speech & Hearing Center • The Learning Collaborative (not included in analysis) • Child Care Resources, Inc. (not included in analysis) • Big Brothers Big Sisters o Greater Charlotte • Boy Scouts, Mecklenburg County Council • Girl Scouts, Hornets’ Nest Council • Boys & Girls Clubs o Greater Charlotte To assist in this work, United Way commissioned the UNC Charlotte Urban Institute to acilitate the collection and analysis o data rom each agency. The frst year o the project, 2012, ocused on determining the academic indicators most pertinent to the work o the Collective Impact initiative. Concurrently, the Institute provided technical assistance to each partner agency to improve their internal d ata collection processes. This technical assistance sought to ensure the highest quality o data, increasing the accuracy o the fndings when matched with academic data in the Institute or Social Capital (ISC) Community Database. The matching process occurred in year two and enabled the Institute to determine i agency-involved students experienced a change in academic achievement, attendance and suspensions between the year beore they began receiving services (baseline) and the 2011-2012 school year. The fndings rom the second year can be ound in this report. Specifcally, the questions addressed in the year-two analysis include the ollowing: 1. What are the demographic characteristics o children/youth participating in programs across these agencies in 2011-2012? 2. How did agency children/youth perorm academically beore and ater receiving services? 3. How were the attendance and suspension records or agency children/youth beore and ater receiving services? Executive Summary 2 |
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