New report by EPSA professors J. Henig, C. Riehl, M. Rebell, & J. Wolff. | Education Policy & Social Analysis

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New report by EPSA Professors, J. Henig, C. Riehl, M. Rebell, and J. Wolff

"Putting Collective Impact in Context. A Review of the Literature on Local Cross-Sector Collaboration to Improve Education." Teachers College, Columbia University, October 2015.

ABSTRACT There has been a broad renewal of interest and investment in local, place-based, cross-sector collaboration as a strategic approach for the improvement of educational outcomes and community development in cities across the United States. These initiatives, many of which have adopted a “collective impact” label, are organized at the school district, city, county, or metropolitan level, and attempt to improve education by promoting collaboration among government, business, and civic sectors; early childhood providers, the K-12 system, and postsecondary education; community-based organizations and private providers of services and supports for young people and their families. They also work to bridge gaps between strategies focused exclusively on schools and those drawing on a wider range of services and programs. Increasingly, these local efforts are being linked into national networks. To help put this emergent movement into context, this paper (1) provides an orienting conceptual framing to describe the initiatives that are the object of study; (2) discusses a number of relevant historical precursors and underpinnings; (3) situates recent local crosssector collaborations for education in a contemporary landscape of such efforts and within the context of the debate between those who believe educational improvement requires attention to out-of-school factors and those who believe schools can and must make substantial progress on their own; (4) reviews the research on collective impact initiatives, (5) mines the substantial literature on organizational collaborations of various kinds; (6) and reviews the literature on the politics of local collaboration efforts. The paper concludes with some preliminary and tentative lessons about the challenges and the possible road forward for local cross-sector collaborations for education. In future reports we will present findings that go more directly to the question of how these contemporary efforts are evolving and identify, where possible, leverage points for increasing their chances of success. Those reports will draw on quantitative analysis of over 180 efforts nationwide, deep case studies in three cities, and more moderately detailed cases studies in an additional five cities that will enable us to consider a broader range of variations and contexts.

"Putting Collective Impact in Context. A Review of the Literature on Local Cross-Sector Collaboration to Improve Education." Teachers College, Columbia University, October 2015.

ABSTRACT There has been a broad renewal of interest and investment in local, place-based, cross-sector collaboration as a strategic approach for the improvement of educational outcomes and community development in cities across the United States. These initiatives, many of which have adopted a “collective impact” label, are organized at the school district, city, county, or metropolitan level, and attempt to improve education by promoting collaboration among government, business, and civic sectors; early childhood providers, the K-12 system, and postsecondary education; community-based organizations and private providers of services and supports for young people and their families. They also work to bridge gaps between strategies focused exclusively on schools and those drawing on a wider range of services and programs. Increasingly, these local efforts are being linked into national networks. To help put this emergent movement into context, this paper (1) provides an orienting conceptual framing to describe the initiatives that are the object of study; (2) discusses a number of relevant historical precursors and underpinnings; (3) situates recent local crosssector collaborations for education in a contemporary landscape of such efforts and within the context of the debate between those who believe educational improvement requires attention to out-of-school factors and those who believe schools can and must make substantial progress on their own; (4) reviews the research on collective impact initiatives, (5) mines the substantial literature on organizational collaborations of various kinds; (6) and reviews the literature on the politics of local collaboration efforts. The paper concludes with some preliminary and tentative lessons about the challenges and the possible road forward for local cross-sector collaborations for education. In future reports we will present findings that go more directly to the question of how these contemporary efforts are evolving and identify, where possible, leverage points for increasing their chances of success. Those reports will draw on quantitative analysis of over 180 efforts nationwide, deep case studies in three cities, and more moderately detailed cases studies in an additional five cities that will enable us to consider a broader range of variations and contexts.

You can find the full report comissioned by The Wallace Foundation HERE.

Published Monday, Oct. 19, 2015

New report by EPSA Professors, J. Henig, C. Riehl, M. Rebell, and J. Wolff

"Putting Collective Impact in Context. A Review of the Literature on Local Cross-Sector Collaboration to Improve Education." Teachers College, Columbia University, October 2015.

ABSTRACT There has been a broad renewal of interest and investment in local, place-based, cross-sector collaboration as a strategic approach for the improvement of educational outcomes and community development in cities across the United States. These initiatives, many of which have adopted a “collective impact” label, are organized at the school district, city, county, or metropolitan level, and attempt to improve education by promoting collaboration among government, business, and civic sectors; early childhood providers, the K-12 system, and postsecondary education; community-based organizations and private providers of services and supports for young people and their families. They also work to bridge gaps between strategies focused exclusively on schools and those drawing on a wider range of services and programs. Increasingly, these local efforts are being linked into national networks. To help put this emergent movement into context, this paper (1) provides an orienting conceptual framing to describe the initiatives that are the object of study; (2) discusses a number of relevant historical precursors and underpinnings; (3) situates recent local crosssector collaborations for education in a contemporary landscape of such efforts and within the context of the debate between those who believe educational improvement requires attention to out-of-school factors and those who believe schools can and must make substantial progress on their own; (4) reviews the research on collective impact initiatives, (5) mines the substantial literature on organizational collaborations of various kinds; (6) and reviews the literature on the politics of local collaboration efforts. The paper concludes with some preliminary and tentative lessons about the challenges and the possible road forward for local cross-sector collaborations for education. In future reports we will present findings that go more directly to the question of how these contemporary efforts are evolving and identify, where possible, leverage points for increasing their chances of success. Those reports will draw on quantitative analysis of over 180 efforts nationwide, deep case studies in three cities, and more moderately detailed cases studies in an additional five cities that will enable us to consider a broader range of variations and contexts.

You can find the full report comissioned by The Wallace Foundation HERE.

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