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Successful Children‌ Engaged Community‌ Thriving Economy Preparing every child for success in Pima County in school and life, ensuring the economic vitality of our community. Success for every child inevery school, cradle to career.


A Letter from Our Leadership Dear Friends, Together, we have completed two chapters in our work to improve educational outcomes for our young people in Pima County. This work began in 2015, when 150 community leaders entrusted United Way of Tucson and Southern Arizona with anchoring an unprecedented partnership that would build a better system of collaboration to support kids from cradle to career. We have accomplished much over the last year: •

600 additional 3- and 4-year-olds are in quality Pre-K programs.

Close to 200 older youth are on a renewed path to connect back to schoolor work through our re-engagement centers.

A leadership structure has been built and sustained to bring out the bestthinking and maintain cross-sector engagement.

You’ll read more in these pages about how our united efforts are working. You’ll also see where we need to roll up our sleeves to accomplish more. Sustaining our momentum requires focus, teamwork and ongoing effort to

CONTENTS

ensure our young people continue to make the gains necessary for success.

2

About Us

As leaders of the Cradle to Career Partnership, we see firsthand how this work

3

Community-wide Indicators

is having a direct and lasting impact on our community. While we are inspired

4

Our Footprint

by what has been accomplished together, the data show that our work has

5

Educational Success for All

only just begun.

6

What We Do

Whether you are deeply engaged or new to the work of the Cradle to Career

7

Current Areas of Focus

Partnership, we hope that you find this chapter grounding, relevant and

8

Kindergarten Readiness

motivating. Whether you are an investor, educator, employer, faith-based or

10 High School Graduation

community leader, policy maker, student or parent, we need you as a partner.

12 Re-Engagement of OY

We invite you to familiarize yourself with the data in this report. Moreover, we

15 Future Areas of Focus

ask you to join us in this important work.

16 3rd Grade Reading



17 8th Grade Math 18 Post-Secondary Enrollment

Onward,

19 Post-Secondary Completion 20 Career Attainment 21 Partnership Leadership

Vicki Balentine

Jon Kasle

23 Acknowledgement

Co-Chair, Leadership Council

Co-Chair, Leadership Council


About Us The Cradle to Career Partnership (C2C) was founded on a simple idea: We can improve educational outcomes for every child, in every school, across the birth to career continuum when we move forward together.  What started in September 2014 as a small group of leaders planning how to bring the community together with a common agenda, has grown to more than 100 organizations and over 280 individuals who are deeply committed to impacting the lives of more than 340,000 children, youth and young adults across Pima County.

We center our work on a shared community vision defined by four community goals: 1.

Every child is prepared for school.

2.

Every student is successful in school and graduates prepared for college, career and success in life.

3.

All young people complete post-secondary education or training to prepare for a career.

4.

Every young adult enters a career.

We are one of Arizona’s three collective impact education partnerships in the StriveTogether National Network. StriveTogether is a national non-profit network of community organizations that reaches more than 8.3 million students across the country. Nearly 70 communities are using the StriveTogether Theory of Action to improve educational outcomes and close opportunity gaps. We have earned the Sustaining Gateway designation from StriveTogether for making significant progress in developing systems and infrastructure leading toward systemic change that produces better results for students.

2


Community-Wide Indicators  The work of the Partnership is to help our community improve educational and life outcomes of Pima County children, youth and young adults, with an acute focus on equity across race, class and culture. We have prioritized community-wide indicators across seven milestones that span a young person’s development from birth to career. These indicators help us facilitate thoughtful and measurable action. The flags indicate where collaborative action is taking place to improve specific outcomes along this continuum.

3

3


Our Footprint Pima County is our home. We are strengthened by the diversity across the region and within neighborhoods. We work with seven K-12 public school districts, Pima County JTED, several charter schools and dozens of partners spanning early learning through college and career training with a single goal: Improving educational and life outcomes and long-term career prospects for the more than 340,000 young people who live here.

Data Sources: US Census, American Community Survey, 5-Year Estimates, 2011-2016; Arizona Department of Education.

Pinal County Marana Baboquivari

Amphitheater

Flowing Wells

86

Sunnyside

86

Tohono O’Odham Nation

86

19 Sahuarita 286

Me

xico

Santa Cruz County

4


Our Top Priority – Educational Success for All We work to create opportunity for every child in our community.

Young people of color under 25 make up 65.3% of all young people in Pima County. Yet their outcomes consistently trail their White peers along the entire birth-to-career continuum. If this disparity continues unaddressed, the social and economic consequences for our community are dire…and unacceptable. Narrowing achievement disparities has been a focus of Cradle to Career since its inception. Improved outcomes for all students require removing barriers and systemic inequities that may exist for young people, related to race, cultural background and/or economic status. This understanding is shaping all aspects of our work—from who is at the table to how we review data, and finally, to the way we organize action. Being a part of the work means sharing this priority.

Examples of outcome concerns [1] are clear in the pages that follow: •

35% of Hispanic and Latino students and 34% of Black students are reading proficiently in 3rd grade, eight and nine percentage points behind White students, respectively.

18% of Native American students are reading proficiently in 3rd grade. Similar outcome concerns persist across every cradle-to-career milestone for this subgroup.

73.5% of economically disadvantaged students graduate high school in four years – more than seven percentage points lower than their noneconomically-disadvantaged peers.

91.3% of White 20-24-year-olds are employed – a slight increase from the previous year while the Hispanic and Latino young adult employment rate is 81.9%, a decrease of 3.5% from the previous year.

We have much to do! We intend to ensure that our focused efforts on improved outcomes across our community result in opportunity and success for all students.

[1] All achievement gap data sourced by the Arizona Department of Education

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What We Do Cradle to Career brings together resources, courageous leadership and innovation from throughout the community to help students achieve key milestones along their pathway to adulthood. We do this through focused, data-driven action to improve performance and the scaling of effective practices by aligning resources for what works.

Build a Shared Community Vision of Long-Term Impact: We support and align leaders and practitioners

with a relentless focus on putting innovation into action.

Put the Right Data in the Hands of the Right People at the Right Time: We broker access to data and build

capacity among our partner schools and agencies to use data to improve.

Align Resources to the Practices that Get Results: We listen to educators and service providers to give system leaders

and investors insights that allow them to align resources to support what works.

Put Equitable Outcomes at the Center: We work with our partners and individuals (parents and young people)

with lived experience to develop relevant solutions and use data to highlight gaps and accelerate progress to

eliminate disparities.

The work on the ground is where innovation emerges. We are currently working with 10 different community and school sites. At these sites, we provide coaching and technical support to help teams identify, measure and evaluate tangible practices to guide local community improvement and inspire countywide scaling. Together we are driving systemic change—from the ground up.

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Current Areas of Focus Kindergarten Readiness High School Graduation Re-Engagement of Opportunity Youth

7


Kindergarten Readiness Our Aspiration: Every child is prepared for school. Indicator: Percent 3- and 4-year-olds enrolled in a high-quality early education program Annual Change: While the steady increase over the last six years is significant, nearly 15,000 3- and 4-year-olds still don’t have access to high-quality early education. In addition to identifying strategies to increase quality, future work will include removing barriers to ensure more children and families have access to high-quality early childhood programs.

3- and 4-Year-Olds in High-Quality Early Education Childhood Programs

Quality First Centers in Quality Levels (3-, 4- or 5-Star) 71.5% - 138

40% 2020 Goal - 33%

125

30%

54.6% - 106

100

20%

21.5% - 5,387

20.6% - 4,738

43.9% - 82 75 35.4% - 67

16.4% - 4,023

50

10% 0%

16.4% - 28

25 2014

2015

2016

Data Sources: Self-reported child care provider data provided by First Things First, September 2017 (excludes protected tribal data) and Child Parent Centers, Inc.; US Census, ACS, 1-year estimates, 2016.

0 2012

2013

2014

2015

2016

Data Source: First Things First

Degrees Conferred in Early Childhood Education Bachelor's Degrees - University of Arizona Associate Degrees - Pima Coummunity College

49

48 45

44

37

37 32

30

27

26 22

2009

8

45

22

2010

21

2011

23 19

2012

Data Sources: Pima Community College and University of Arizona, College of Education

2013

2014

18

2015

18

2016

2017

2017

2018


What does the data tell us?

Why is this outcome important?

Five percentage points in two years is a start, but it’s not enough for community-wide change to occur by 2020. We need community leaders to act today before another generation of children enters school without the tools to succeed. The increase in Early Childhood Associate’s Degrees at Pima College is amazing and attributable to the hardworking advisors in Pima’s Early Childhood Studies Department. This is a model partnership between higher education and United Way and shows us the power of small investments.

High quality preschool levels the playing field and ensures children living in poverty enter school ready to learn. The research is clear. I am eager to live in a community that does everything possible to ensure all children grow up and live lives that include college degrees, stable relationships and meaningful employment. Bill Berk Owner, Outer Limits School

Additional Momentum Supported with funding from the Jewish Community Foundation, we have been working in partnership with Maldonado Elementary School and Make Way for Books to learn how the placement of a Community Connector can better engage and encourage parents to take advantage of early learning opportunities that promote kindergarten readiness. The Community Connector is from the local neighborhood and works at the school. Since she started, nearly 300 families have been connected to these opportunities including family literacy nights, oral health treatments, home visitation programs and the Make Way for Books Raising a Reader Program. Participation in the Raising a Reader program has increased 250%! Because this strategy has been so effective, the partners are exploring ways to expand the Community Connector strategy at other schools.

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High School Graduation Our Aspiration: Every youth graduates from high school prepared for success in college, career and life. Indicator: Percent of students graduating in 4 years Annual Change: From 2015 to 2016, the 4-year graduation rate for Pima County increased from 74.3% to 77.6%. Additionally, Native American and Hispanic/Latino subgroups also saw an increase in graduation rates, but the disparity gap for Black students continues to widen.

On-Time (four-year cohort) High School Graduation Rates 2030 Goal - 90% Asian 86.4% White 83.1%

80.1% 78.6%

All 77.6% Hispanic or Latino 74.8% Black 72.9%

70.9%

Native American 68.1%

65.9% 63.8% 60.1%

2014

2015

2016

2030 Goal - 90% Female 81.9% All 77.6% Male 73.6% Economically Disadvantaged 73.5% Students with Disabilities 66.4%

75.8% 70.9% 66.2% 58.3%

Limited English Proficient 32.2%

18.0% 2014

2015

2016

Data Source: Arizona Department of Education

What does the data tell us? Inequities in education are directly attributed to poverty. The correlation of poverty rates by ethnicity and graduation rates are indicators that students of color are at a disadvantage. Our educational system needs to focus more on the needs of our students and less on standardized tests to truly improve our achievement gaps. Why is this outcome important? The ability to track high school graduation outcomes is vital to the growth of our educational communities. By collecting and analyzing data, stakeholders can evaluate programs, implement changes and set goals for positive student achievement. Dustin Williams Pima County School Superintendent

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Collaboration with superintendents and their teams works to identify best practices for keeping students on track for on-time high school graduation by increasing attendance and the percentage of 9th graders attaining Algebra I credit by the end of their first year.

9th Grade Students Attending 90% of School Days in 2017 (top line) and 2016 (bottom line) 84.7%

Asian

91.1% 75.2% 74.0% 76.0%

White Black

68.6%

Hispanic/Latino

76.5%

65.5%

Economically Disadvantaged Limited English Proficient Students with Disabilities

63.6%

71.5% 73.6%

62.1% 67.3% 60.8%

Native American

66.7%

52.7%

9th Grade Students Passing Algebra I in 2017 (top line) and 2016 (bottom line) 90.6% 90.7%

Asian White

77.2% 69.5% 69.7%

Hispanic/Latino Black

78.0%

60.9% 59.6% 60.2%

Native American Economically Disadvantaged

54.4%

Students with Disabilities

53.1% 54.2%

Limited English Proficient

80.7%

67.1%

19.3%

50.3%

Data Source: C2C partnering school districts; Data includes traditional high schools only.

Additional Momentum With support from Tucson Foundations, Tucson Unified School District’s Teenage Parent High School has embarked on a collaborative project with C2C to uncover effective strategies that support regular attendance and credit attainment for students who are also parents. Focus groups with students are planned to obtain both their voice and their engagement in the strategies that will be tested over the next year. 11


Re-Engagement of Opportunity Youth Our Aspiration: Every youth who is not in school or work reconnects to education and career pathways. Indicator: Percent of 16- to 24-year-olds NOT connected to school or work Annual Change: From 2015 to 2016, the percent of opportunity youth decreased from 17.1% to 14.3%. While this is encouraging, it is important to note that more than 21,000 16-24-year-olds are still not in school nor working.

16-24-Year-Olds Not in School and Not Working

What does the data tell us?

40% 30% 15.2% - 22,037

20% 10%

14.3% - 21,055

17.2% - 25,214

17.1% - 25,003

0% 2013

2014

2015

My reaction is that we are missing an entire population of youth. While we have made strides with some populations, we must consider cultural needs and connections and make progress with all youth.

2016

Data Source: US Census, American Community Survey, Public Use Microdata Sample (PUMS), 1-year estimates.

16-24-Year-Olds Not in School and Not Working by Race/Ethnicity White, Non-Hispanic Asian Two or More Races

There is a need to purposefully create programs and services to support Native American opportunity youth. We are uniquely situated near reservations and could work with their communities to gain buy-in and support that respects the culture and provides pathways for youth to be successful.

Lance Meeks Metro/REC Program Manager, Goodwill Southern Arizona

11.0%

Why is this outcome important? 13.5% 18.6%

Black

19.2%

Hispanic, any race

19.6%

Native American Data Source: US Census, American Community Survey, Public Use Microdata (PUMS), 5-year estimates, 2011-2015. Due to the small sample size of some subgroups, 5-year estimates were used for disaggregated data.

33.5%

There are still a lot of young people that are not connected. That may be because they don’t see school or work as a priority and just aren’t in a place to accept the support. It also shows us that we need to continue to create opportunities for young people who are disconnected, especially opportunities to connect up with a mentor or someone to keep them focused and connected. Tre Roberts Opportunity Youth

Additional Momentum Youth on the Rise (YOTR), the opportunity youth change network focused on reconnecting 16-24-year-olds to school and work, prioritizes the creation of a safe place where youth can receive re-engagement services. This year, through the leadership of Goodwill of Southern Arizona, two locations now offer re-engagement services, The REC and Metro. In 2017, 194 youth were enrolled in re-engagement services, and 34% have been connected to education and/or employment. Beginning in 2016, YOTR recognized the need to better support young people once they are on a path to school, especially with literacy skill development. Through a partnership with Tucson Youth Development’s ACE Charter High School and YouthWorks Charter High School, the network has been investigating the use of a research-based academic intervention program, Achieve 3000. Using continuous improvement methods, staff from both charter schools have been working to determine how to best utilize Achieve 3000 to increase reading abilities and ultimately graduation rates. Positive trends continued into the 2017-2018 school year. In the first semester, across all grades, students 12

exceeded the expected growth of a 22-Lexile* gain, with an average gain of 46. * - The Lexile framework is commonly used by schools to measure a student’s reading ability.

12


13


14


Future Areas of Focus 3rd Grade Reading 8th Grade Math Post-Secondary Enrollment Post-Secondary Completion

15


3rd Grade Reading Our Aspiration: Every 3rd grader reads at grade level. Indicator: Percent of 3rd graders passing state standards for Language Arts Annual Change: The percentage of all 3rd graders passing Arizona’s Measurement of Educational Readiness to Inform Teaching (AzMERIT) Language Arts assessment increased by two percentage points to 43%.

3rd Grade AzMerit Language Arts 69% Asian

70%

60%

Female 47%

60% 57% 56%

59% White

44% 40%

54%

50%

40%

45%

All Students 43%

41%

Male 40%

38%

35% 43% All Students

41% 40%

40%

35% Hispanic/Latino 34% Black

33% 30%

31%

31%

30%

Economically Disadvantaged 30%

30% 28%

20% 18%

Students with Disabilities 15%

16% 20%

24%

23%

10% 18% Native American

19% 0%

4%

2%

0% 2015

2016

2017

2015

2016

2017

Data Source: Arizona Department of Education

What does the data tell us? This data indicates that we have a lot of work to do as “a village” to ensure that all students are ready to take their next step. Many students are taking this test on the computer. We are working diligently to ensure that students by the age of eight, are able to type/word process with enough skill to respond to the test questions. We are using other assessments that involve a skilled teacher by the students’ side listening to their reading and asking questions about the text.

Achievement Gaps for 3rd Grade Proficiency Rates in Language Arts

Why is this outcome important? Ensuring that third-graders have learned to read by the end of the third grade is critical because at the next level they are reading to learn. There is no doubt that without literacy life is very different; lives are difficult, jobs are few, and communication is challenging. Dr. Roseanne Lopez Chief Academic Officer Elementary Education, Amphitheater Public Schools

16

2015

2017

Hispanic/ Latino

Black

Native American

-25%

-32%

-37%

-24%

-25%

-41%


8th Grade Math Our Aspiration: Every 8th grader performs at or above grade level in math. Indicator: Percent of 8th graders passing math state standards Annual Change: The percentage of all 8th graders passing AzMERIT math assessments increased 11 percentage points, to 37%.

8th Graders Passing AzMerit Math Assessments 70%

69% Asian

60%

50% White

50%

40%

37% All Students

30%

28% Hispanic/Latino 25% Black

26%

20%

17% Native American

0% 2016

2017

40%

38% Female 37% All Students 35% Male

30% 25% Economically Disadvantaged

26%

20%

11% Students with Disabilities

10% 0% 2016

2017

Data is for all 8th graders who took the eigth grade, Algebra I, Algebra 2, or Geometry assessments. Data Source: Arizona Department of Education

Achievement Gaps in 8th Grade Proficiency Rates for Math Assessments Hispanic/ Latino

2017

-22%

Black

Native American

-25%

-33%

Data Note: Data disaggregated by race and ethnicity was not available for 2016. The Arizona Department of Education did provide disaggregated data by race and ethnicity in 2017 and thus, we hope to continue tracking disparity gaps in future reports.

What does the data tell us? Across Pima County the achievement gap is just too high. This is why many districts are adopting a culturally responsive pedagogy framework to train teachers how to engage student voice in the curriculum. With the research supporting CRP I anticipate us hearing more about it in the coming years. Why is this outcome important? 8th grade math proficiency is a cornerstone of our educational priorities. High school algebra, which students typically take in the 9th grade, is one of the benchmarks that predict high school graduation and college readiness. If our middle school students reach high school unprepared for algebra, they are not ready to succeed, and our system has failed them.

Michael Konrad Director of Middle Schools, Tucson Unified School District

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Post-Secondary Enrollment Our Aspiration: Every student enrolls in post-secondary education (PSE) or training post high school. Indicator: Percent of students who enroll in a PSE institution the fall after high school graduation Annual Change: Since 2014, the percentage of students enrolling in either a 2- or 4-year post-secondary education institution has remained relatively flat, at 46.7% in 2016.

What does the data tell us?

A contributing indicator for post-secondary enrollment is the completion of the Free Application for Federal Student Aid (FAFSA).

FAFSA Completion Rates for C2C Partner Districts 60% FAFSA Cycle 2016-2017 44.4% 45.8% 40.5%

50% 40%

59.1% 59.7%

Why is this outcome important?

40.6%

33.0% 30%

FAFSA Cycle 2017-2018 55.5% 53.2% 54.6% 54.2%

In order for students to make wise decisions about their future after high school, they need to be aware of their options. C2C helps bring partners from K-12 and postsecondary education together to make the step from one system to the next more attainable for young people.

32.5% 25.0%

20% 12.0% 10% 0%

0

5

10

15

20

25

40 30 35 Weeks into FAFSA Cycle

45

50

55

60

65

Beginning with the FAFSA 2017-2018 cycle, students could submit applications in October of their senior year. Priors years applications could not be submitted until January. Percentages are based on number of students who completed an application divided by number of students enrolled in 12th grade. https://studentaid.ed.gov/sa/about/data-center/student/application-volume/fafsa-completion-high-school

18

Post-secondary education addresses a range of options from earning a certificate or license to earning a Bachelor’s or Associate’s degree. To better serve our students, K-12 schools must work with postsecondary partners to make sure students are aware of and prepared to earn these credentials that will support the needs of future career opportunities.

NJ Utter Director of College and Career Readiness, Sunnyside Unified School District.


Post-Secondary Completion Our Aspiration: Every student obtains a post-secondary credential leading to a career. Indicator: Percent of students who obtain a PSE credential within 6 years of high school graduation Annual Change: The percent of students who obtain a PSE credential has also remained relatively flat, at 29.6% for the class of 2010.

Post-Secondary Completion Rates and Number of Graduates in Cohort 50% 2030 Goal - 43% 40%

30% 28.0% - 6,742

29.8% - 6,830

29.6% - 7,029

20%

10%

0% Class of 2008

Class of 2009

Class of 2010

Completion data is number of graduates of each high school class who completed an Associate or Bachelor's degree within 6 years of graduation. Data Source: Arizona Board of Regents Annual Report

What does the data tell us? We are moving in the right direction although I am concerned that it is not as fast enough or as significant enough to meet the state-wide needs by 2020. We need to continue to transform the way we approach higher education and the high school to college transition and support of our students.

Why is this outcome important? We have to know where we are starting to know where we are going! If we are going to improve the lives of members of our community and break the cycle of poverty, we need to attract businesses to locate themselves in Southern Arizona. If we don’t have the workers trained and educated to be able to work in these industries, they won’t relocate here and our community will not reap the benefits of financially stabilizing jobs.

Dr. Karrie D. Mitchell Assistant Vice Chancellor for Enrollment Management and Student Affairs Pima Community College

19


Career Attainment Our Aspiration: Every young adult is prepared for a career. Indicator: Percent of 20- to 24-year-olds employed Annual Change: From 2015 to 2016, the percentage of employed 20-24-year-olds increased slightly from 85.4% to 86.2%.

Percent of 20-24-Year-Olds Employed 100%

95%

90%

88.4% 86.8%

85%

89.7% 85.4%

85.9% 84.6%

91.3% White, Non-Hispanic

86.2% All 81.9% Hispanic, any race

80%

75% 2014

2015

2016

Due to small sample sizes for disaggregated data, some subgroups are omitted. Data Source: U.S. Census Bureau; American Community Survey, 1-year-estimates

What does the data tell us? We need to do more to support our Hispanic students to get into the workforce. As we can see from this data the overall trend looks good, but our Hispanic population is not enjoying the same success as White students. This is an equity issue and requires all of us to be mindful of what the data is showing and apply appropriate interventions. Aaron Ball Director of Prosperity Pathways, Center for the Future of Arizona

Why is this outcome important? Measuring outcomes and providing data points is not only critical but necessary. This data allows us to make necessary improvements and deliver quality workforce services in our community and provide services to ensure all youth in Pima County are receiving support in entering the workforce Eddie Saavedra Community Services Manager Youth Services, Pima County

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“We have the tools to fix the foundation, but first we must acknowledge the truth about poverty in America and the education of students of color. We must spend our lives working to change that truth because it is unacceptable.� - Sondra Samuels, Northside Achievement Zone

20


Shared Responsibility, Accountability and Credit The individuals listed here have committed to playing their part and staying at the table through successes and failures. These leaders have placed the Cradle to Career Partnership at the forefront of the regional and statewide movement to improve student outcomes. They ensure we stay focused on a data-driven approach that puts the success of all children, youth and young adults at the center.

2017 Leadership Council DAVID BAKER Superintendent Flowing Well Unified School District

LEE LAMBERT Chancellor Pima Community College

VICKI BALENTINE, CO-CHAIR Education Consultant

JENNIFER LOHSE Program Director Tucson Foundations

COLLETTE BROWN Community Development Manager Freeport-McMoRan ANDREW COMRIE Provost University of Arizona SHERRI DAHL Superintendent Diocese of Tucson Catholic Schools DEBBI EMBRY President & CEO Tucson Urban League FRANCISCO GARCIA Pima County Assistant County Administrator BERNADETTE GRUBER Education Domain Director 4Tucson JESSICA HARRINGTON Senior Director SE Regional Area First Things First STEVE HOLMES Superintendent Sunnyside Unified School District TODD JAEGER Superintendent Amphitheater Public Schools BARRY JULIAN University Development Tucson Representative Grand Canyon State University JON KASLE, CO-CHAIR VP, Communications and External Affairs Raytheon 21

ERIN LYONS Executive Director Child-Parent Centers, Inc. CLINTON MABIE President & CEO Community Foundation for Southern Arizona LEA MARQUEZ-PETERSON President & CEO Tucson Hispanic Chamber of Commerce DOUG MARTIN President & General Manager Good News Radio Broadcasting AMBER MATHEWSON Director Pima County Public Library STU MELLAN President & CEO Jewish Federation of Southern Arizona CHARLENE MENDOZA Founder and Principal Arizona College Prep Academy TONY PENN President & CEO United Way of Tucson and Southern Arizona KATHLEEN QUIGLEY Presiding Judge Pima County Juvenile Courts Center JONATHAN ROTHSCHILD Mayor City of Tucson

TRACY SALKOWITZ CEO Jewish Community Foundation of Southern Arizona ERIC SCHINDLER President & CEO Child & Family Resources JOSEPH SNELL President & CEO Sun Corridor, Inc. BETTY STAUFFER Executive Director Literacy Connects ALAN STORM Superintendent Pima County JTED GABRIEL TRUJILLO Superintendent Tucson Unified School District MANUEL VALENZUELA Superintendent Sahuarita Unified School District MICHAEL VARNEY President & CEO Tucson Metro Chamber MARK VITALE Campus Director University of Phoenix JENNY VOLPE Executive Director Make Way for Books DOUG WILSON Superintendent Marana Unified School District


Communications Team

Fundraising Team

Youth on the Rise Systems Change Team

First Focus on Kids Systems Change Team

MELISSA D’AURIA United Way of Tucson and Southern Arizona

VICKI BALENTINE Education Consultant

DEEANN ARROYO Pima Prevention Partnership

BILL BERK Outer Limits School

COLLETTE BROWN Freeport-McMoRan

AARON BALL Center for the Future of Arizona

MEL COHEN Southern Arizona Leadership Council

MIKE BEJARANO Amphitheater Public Schools

CHRISTINA CUTSHAW University of Arizona, Mel and Enid Zuckerman College of Public Health

LAVONNE DOUVILLE United Way of Tucson and Southern Arizona DOUG MARTIN Good News Broadcasting DANIELA SIQUEIROS Office of the Pima County School Superintendent TRACY SALKOWITZ Jewish Community Foundation of Southern Arizona

Data & Research Team BRETT BONNER Sahuarita Unified School District LISA COLLING First Things First DANIELLE FLINK Girl Scouts of Southern Arizona CINDY HURLEY Tucson Unified School District ROOPA IYER First Things First JULIET KING Tucson Unified School District DARLENE LOPEZ LeCroy & Milligan Associates JAY MIDYETT Amphitheater Public Schools KRISTIN REIDY Marana Unified School District NIC RICHMOND Pima Community College

LAVONNE DOUVILLE United Way of Tucson and Southern Arizona JON KASLE Raytheon Company JENNIFER LOHSE Tucson Foundations

ZACH BROWN United Youth Leadership Council TASSI CALL Amphitheater Public Schools KENDRA DAVEY Pima County Public Library DEBBI EMBRY Tucson Urban League

EUGENIA FAVELA Sunnyside Unified School District JESSICA HARRINGTON First Things First NAOMI KARP United Way of Tucson and Southern Arizona ERIN LYONS Child-Parent Centers, Inc.

CLINT MABIE Community Foundation for Southern Arizona

LIZ GULICK Goodwill of Southern Arizona

STU MELLAN Jewish Federation

TIM KENNEDY Tucson Youth Development

TONY PENN United Way of Tucson and Southern Arizona

LANCE MEEKS Goodwill of Southern Arizona

ALLISON TITCOMB United Way Tucson and Southern Arizona

NANDI MUHAMMAD Pima County Juvenile Court Center

JENNY VOLPE, CHAIR Make Way For Books

JEFF PETROVIC United Way of Tucson and Southern Arizona

TAMARA NICOLOSI Pima County JTED DELISA PATRICIO United Youth Leadership Council CELIA ROBIDOUX Arizona Serve of Prescott College OBED RODRIGUEZ United Youth Leadership Council EDDIE SAAVEDRA Pima County One Stop MARY VENTURA United Youth Leadership Council ROSALVA ZIMMERMAN Arizona Department of Economic Security

MORGAN PHILLIPS Pima Community College ERIC SCHINDLER Child & Family Resources

C2C Staff ROBERT CLARK Communications Coordinator ALLISON FIELD BELL Youth on the Rise Coordinator KATY GROSS Senior Program Manager ASHLEY JANICKI Opportunity Youth Change Network Facilitator AMANDA KUCICH Senior Director KASSONDRA SILVA Data Manager ALLISON TITCOMB Kindergarten Readiness Change Network Facilitator

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Investors CORPORATE

Anne Maley Consulting Freeport-McMoRan Hughes Federal Credit Union Pima Medical Institute SmartSchoolsPlus Tucson Electric Power Raytheon FOUNDATION

Jewish Community Foundation of Southern Arizona Stone Canyon Community Foundation (held at the Community Foundation for Southern Arizona) Tucson Foundations

PUBLIC/NONPROFIT

Earn to Learn United Way of Tucson and Southern Arizona

INDIVIDUAL/FAMILY

Ashley & Matt Janicki Cacciatore Family Charitable Fund Fournier Growth Fund Laura & Archibald Brown LaVonne Douville & Chet Hedden Linda & Tony Penn Rusing Family Susan & Jon Kasle Ventana Charitable Fund (held at the Community Foundation for Southern Arizona) Vicki & John Balentine

DONORS AT $1,000 AND ABOVE FROM JANUARY 1, 2017 – DECEMBER 31, 2017

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The Work Ahead As we move the work forward together to improve outcomes for our children and community, we will reimagine a system where all children, youth and young adults achieve their full potential. As you have read, we have begun to identify big-picture barriers that are keeping our kids from succeeding, and are now testing new approaches that show promise. In Chapter 3, we will continue to share our progress in expanding access to quality Pre-K education programs, supporting 9th graders to stay on track and bringing back our older youth to pathways that lead them to social and economic mobility.

You can do many things to support every child, cradle to career. •

Use the data in this document to question your assumptions. Encourage your friends, family, neighbors and co-workers to do the same.

Be present in your own neighborhood and community to see the unseen and lend a hand to those in need.

Explore our local nonprofit community; find an organization whose mission matches your passions.

Great work is happening across our education system, but too often, it’s hidden or occurs in isolation. Our role is to shine a light on the promising practices and inspired innovation, to help all our partners take it further and spread what works.

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2018 C2C Community Impact Report Chapter 2  

Our 2018 Community Impact Report is our mechanism for public accountability for improving educational outcomes across the birth to career co...

2018 C2C Community Impact Report Chapter 2  

Our 2018 Community Impact Report is our mechanism for public accountability for improving educational outcomes across the birth to career co...

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