Community Foundation Resource Collection (Archived)

Special collection

This collection, formerly the CF Insights Knowledge Center, was actively curated from 2015 until 2023 when Candid transferred CF Insights to the Council on Foundations. The resources continue to be accessible, but this collection is no longer actively curated.

Looking for new and updated CF Insights resources? Please visit cof.org/cfinsights.

Archived date: August 30, 2023

Collection title: CF Insights Knowledge Center (former); Community Foundation Resource Collection (current)

Collection URL: https://cfinsights.issuelab.org

Availability: 2015-2023 (Candid)

Title Count: 552 Titles

Description: This collection asks a very simple but important question: "What if each community foundation could know what all community foundations collectively know?" This collection features research produced and funded by community foundations, and other resources relevant to the field.
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TOP (Tracking Oregon's Progress) Report 2020: Cornerstones: Economic Mobility and Belonging in Oregon

November 30, 2020

Cascading crises in Oregon in 2020 have compounded existing inequities, resulting in disproportionate impacts on Black, Indigenous, people of color (BIPOC), low-income Oregonians and rural communities. Every sector of society that OCF supports is grappling with the need for systems change: education, arts and culture, housing, business infrastructure, health care and more. How we are working to address these disproportionate impacts is informed by the findings in our newly released report, "Cornerstones: Economic Mobility and Belonging in Oregon." Working with Harvard-based research group Opportunity Insights, the report combines Census tract level data of economic opportunity with qualitative examinations of what helps kids in high opportunity neighborhoods succeed. OCF has identified key areas of investment and policy change needed to create more high opportunity neighborhoods in Oregon: economically integrated neighborhoods, high-quality schools, living wage jobs and increased social capital.

Building a Lifetime of Options and Opportunities for Men: Transforming the Lives of Young Black Men in South Los Angeles

April 1, 2019

This report tells the story of BLOOM, its impact, and the lessons we learned along the way. Through the initiative, Brotherhood Crusade (BHC) and Social Justice Learning Institute (SJLI) developed programs that tap into the potential of young Black males through developmental relationships with male mentors along with positive peer relationships and accountability with other young Black men. Since its launch, BLOOM has impacted the lives of nearly 800 young Black men in South L.A. Over the past six years, California Community Foundation's (CCF) commitment of $500,000 per year, totaling $3.5 million, leveraged $3.3 million from other foundations, as well as contributions from individual donors, with an additional $3.2 million pledged over the next five years.

By Us and For Us: A Story of Early Childhood Development Systems Change and Results in a Rural Context

December 1, 2018

Since 2007, the Neil and Louise Tillotson Fund — a donor-advised fund of the New Hampshire Charitable Foundation — has invested in early childhood development in Coös County — New Hampshire's largest and most rural and economically disadvantaged county. Community providers from a range of disciplines formed strong professional relationships and agreed on common goals and evidence-based strategies to improve services for children and families. This article describes how local community members joined forces with the fund to create an integrated early childhood development system for Coös' children and families. It provides background on the investment and initiative strategy, summarizes key results, and outlines lessons for funders and others pursuing systems change efforts in early learning, in rural areas, or more broadly. With increasing interest in strategies to promote childhood resilience, school readiness, and community revitalization, Coös County's rural story of relationship and community systems change can inform the field.

Building Successful P-3 Initiatives: Foundations and Catalysts for Systems Change Executive Summary

August 1, 2018

Across the United States, there is a growing recognition that early education and K-12 systems require transformative changes to address racial, ethnic, linguistic and economic disparities in school readiness and success.

Building Successful P-3 initiatives: Foundations and Catalysts for Systems Change

August 1, 2018

Across the United States, there is a growing recognition that early education and K-12 systems require transformative changes to address racial, ethnic, linguistic and economic disparities in school readiness and success.

Foundations & Catalysts for Systems Change: Next Steps for Oregon's Early Learning and Education Leaders

August 1, 2018

Early education and K-12 systems require transformative changes to address racial, ethnic, linguistic and economic disparities in school readiness and success.

Foundations & Catalysts for Systems Change: Next Steps for Oregon's Policymakers

August 1, 2018

Early education and K-12 systems require transformative changes to address racial, ethnic, linguistic and economic disparities in school readiness and success.

Early Success in P-3 Family Engagement

May 1, 2018

Evidence and Next Steps for Oregon's Education Leaders

Early Success in P-3 Family Engagement: Evidence and Next Steps for Oregon's Policymakers

May 1, 2018

Prenatal-through-Grade-3 (P-3) initiatives are an innovative approach to improving school readiness for Oregon'schildren.

Connecting for Success: Student Outcome Findings from Four Years of Implementation

April 1, 2018

Connecting for Success (CFS) is a four-year initiative funded by the Hawai'i Community Foundation and 14 donor partners. It is currently in its fourth year. From 2013-2016, 10 middle schools and five community partners served students identified to be at risk of very low levels of academic achievement. In the fourth year of the initiative, eight middle schools participated. CFS provides academic and enrichment supports, as well as interventions designed to improve attendance and behavior. Through increasing academic achievement and their connection to school, CFS programming is designed to make it more likely that participating youth will transition successfully to high school, stay on the path to graduate from high school, and ultimately succeed in college, career, and the community.

Investments in Oregon's P-3 Initiatives

April 1, 2018

Transformative family engagement creates true partnerships between families, schools, teachers, early learning programs, and providers. In Oregon, current family engagement efforts fall into three broad domains: 1) Engaging families in supporting children's learning at home; 2) Engaging families as partners with providers, teachers, and schools; and 3) Engaging families in program, school and community leadership, decision-making, and advocacy. Although early indicators relating to the family engagement work being done by communities across Oregon are promissin, The central recommendation of this report is to continue strengthening family engagement work that focuses on reducing disparities for Oregon's most vulnearble children. The data continues to show dispartieies in school readiness for children of color and for children from economically disadvantaged families.

Tracking Oregon's Progress Report

November 1, 2017

Oregon is experiencing widening socioeconomic disparities, and now, more than at any time in the past several generations, the circumstances into which a child is born largely determine the life he or she achieves. Despite widespread belief in the American dream, for many children this dream appears out of reach. Characteristics of neighborhoods and communities, family structure and circumstances, and educational experiences all play a role in providing—or limiting—children's opportunities. Oregon's low-income children, children of color and rural children do not have the same set of opportunities enjoyed by higher-income and white children, and this opportunity gap has far-reaching implications for personal achievement and well-being as well as for community vitality.