CF Insights 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. Contact us at cfinsights@candid.org and visit us at cfinsights.candid.org.

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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.

Social & Emotional Learning A Learning Brief

December 1, 2017

The K-12 Student Success: Out-of-School Time Initiative is focused on boosting student success among Oregon's middle school students. Thus far, The Oregon Community Foundation and The Ford Family Foundation have funded 47 organizations that provide out-of-school time (OST) programming (e.g., after school or summer) to rural students, students of color and low-income students. Funded programs emphasize academic support, positive adult role models and family engagement, and are participating in an ongoing learning community to support program quality through the Initiative. This learning brief summarizes what is known about social and emotional learning (SEL) from existing research, and shares what we are learning about the efforts of grantee organizations to promote social and emotional skill development among the youth who participate in their programming. We hope that this brief builds greater understanding of the practices and experiences of OST programs in Oregon.

Striving for High-Quality Arts Education

October 1, 2017

This report summarizes the existing literature that explores quality in arts education. Following a general overview of the literature, the first part of the report is organized using the eight Studio to School principles for the pursuit of high-quality, equitable, sustainable arts education programming. Just as the principles are interrelated, there is alsooverlap in the literature on quality in arts education. Existing literature also provides more detail about particular aspects of arts education — such as those who provide arts education (e.g., teaching artists) and their contribution to quality. Therefore, the summaries for each principle are of varying length, breadth and depth. The second part of the report is an annotated bibliography that describes the context and relevant findings for each report included in thisliterature review.

Hard Facts: Race and Ethnicity in the Nine-County Greater Rochester Area

August 1, 2017

Hard Facts: Race and Ethnicity in the Nine-County Greater Rochester Area examines the substantial gaps in educational and economic outcomes among persons of different racial and ethnic backgrounds.