Recent Mott Foundation News -- Pathways Out of Poverty

Report urges new approach to adult education, workforce development

Fri, 27 Jun 2008 11:47:51 GMT

By DUANE M. ELLING

A new report suggests that the U.S. is losing valuable ground as a world leader in education and workforce development, and is at risk of being left behind in the global economy.

Reach Higher, America: Overcoming Crisis in the U.S. Workforce notes that soaring dropout rates among high school students and diminished literacy skills among adults are contributing to an increasingly ill-prepared labor market. And those deficiencies, the report asserts, are seriously undermining the nation’s economic future.

Listen to an audio Q&A with Jack Litzenberg on how community colleges are addressing issues of literacy, adult education and workforce development. Litzenberg is senior program officer in Mott’s Pathways Out of Poverty program. [6:42 in length]The report, produced by the National Commission on Adult Literacy, was released on June 26. Its findings are based on two years of study by the commission on trends, challenges and opportunities in adult education and workforce development in the U.S.

"Reach Higher, America" points to job readiness among U.S workers as a growing concern. Many careers that offer growth potential -- such as healthcare, advanced manufacturing, and alternative energy -- require employees to have increased competency in reading and writing, and at least some education or training beyond high school.

However, studies show that one in three young people in this country drop out of high school before earning their diploma, while nearly 30 million adults lack basic literacy skills.

Such imbalances are challenging the ability of the nation’s employers to compete in the global marketplace. And, notes Cheryl King, the current adult education and workforce development systems aren’t equipped to address the problem.

King served as study director for “Reach Higher, America” and is a former deputy secretary and commissioner of adult education and workforce development in Kentucky.

She notes that there are an estimated 150 million workers ages 16 years and older in the U.S., many of whom require adult education and workforce development services. However, the combined annual capacity of federal programs in these areas, such as dislocated worker initiatives and "one-stop" career centers, is about 3 million people.

The report, says King, lays groundwork for increasing the number of individuals served to 20 million a year by 2020.

“The strength and vitality of the U.S. labor market is absolutely key to the country’s economic health,” she says. “And it requires that every person have opportunities to earn the skills and experiences needed to succeed in the workplace.”

“Reach Higher, America” calls for policies and partnerships at both the state and federal levels that:

substantially increase the number of adults who earn high school diplomas or equivalent certifications;
improve literacy skills among workers, including those for whom English is a second language;
grow enrollment of adults in postsecondary education and job training activities, with particular focus on promising sectors of the labor market; and
help workers already in the labor market strengthen and expand their basic skills.

Specific strategies highlighted in the report include expanding local access to workforce development services via schools, libraries and nonprofit and social service organizations, as well as Web-based resources. The report points to community colleges, which provide a third of the country’s adult instructional services, as “vital educational forces” that can help shape the nation’s labor market.

The report also notes the importance of redefining adult education to include such topics as interpersonal communication, critical thinking, problem solving and teamwork. And it highlights the role of the business, philanthropic and nonprofit communities in helping the country to rethink issues of education and workforce development, and invest in new approaches to worker training and advancement.

King notes that, while the tasks outlined by “Reach Higher, America” may appear daunting to some, the long-term costs associated with adopting a “business as usual” approach to adult education and workforce development are truly alarming.

“We’re at a critical crossroads in this country,” she said. “The next steps we take on these issues will determine our economic standing, both at home and around the world, for decades to come.”

The Mott Foundation helped fund the "Reach Higher, America" report through a two-year, $200,000 grant in 2006 to the Council for Advancement of Adult Literacy, which administers the commission. William S. White, the Foundation's president, serves on the commission.

Foundation announces openings on program staff

Wed, 07 May 2008 12:08:35 GMT

The Mott Foundation is currently seeking candidates for two positions in the Improving Community Education area of its Pathways Out of Poverty program. Individuals who fill these two open positions – Associate Program Officer and Program Assistant – will help manage $11.5 million in annual grantmaking. The Improving Community Education grantmaking includes Mott’s support for creating quality afterschool learning opportunities, particularly for low-income children and families. Click here to learn more about these job opportunities.

Statewide middle-college expansion focuses on health care careers preparation

Thu, 01 May 2008 13:01:26 GMT

By DUANE M. ELLING

Keeping young people in Michigan -- as residents and workers -- is widely viewed as crucial to the state’s future. To accomplish this, experts say, local educational and workforce development bodies must help youth explore and prepare for promising careers in existing and emerging industries.

Genesee Early College is housed on the University of Michigan-Flint campus.Yet the state’s economic struggles threaten this goal. Limited resources mean fewer new programs to train Michigan students for jobs that offer a competitive wage, long-term stability and opportunities for advancement.

“It’s like trying to fix a car’s engine -- on a shoestring budget -- while you’re driving,” said Chuck Wilbur, senior adviser on education and communications to Gov. Jennifer Granholm.

“Fortunately, the state has home-grown institutions like Mott Middle College [MMC] working to help us meet the challenge.”

MMC, an alternative education program in Flint, is mentoring six middle-college initiatives around the state focused on preparing students for jobs in health care. That sector was chosen because it is expected to offer strong employment prospects for at least the next several years.

MMC began in Flint in 1991 with the support of a start-up grant from the Mott Foundation. The program is part of the Genesee Intermediate School District (GISD) and provides an educational option to youth throughout Genesee County. The students selected for MMC are capable of academic success, but are at risk of dropping out of school or aren’t achieving up to their academic potential.

The program -- among the first of its kind in the country -- encourages young people to take charge of shaping and pursuing their educational goals, and helps them develop effective learning and communication skills. Its location on the Mott Community College (MCC) campus also offers students the opportunity to earn college credits while completing high school.

The program’s track record has made it a highly respected ambassador of the middle college model. Today, communities around the country are coming to MMC for help in creating similar educational and employment pathways for young people.

The Mott Foundation has made $2.94 million in grants to MMC, including $1.97 million toward technical assistance to school districts across the U.S. interested in replicating the model.

In Michigan, that mentorship role includes working with the new health-care programs.

These initiatives were born out of a study released in December 2004 by the state’s Commission on Higher Education and Economic Growth. The commission, chaired by Lt. Gov. John Cherry, explored strategies for increasing the number of Michigan residents who earn college degrees and other post-secondary credentials, and aligning those educational opportunities with careers in growing industries, including health care.

Officials soon identified the middle college model -- and MMC’s approach in particular -- as a promising strategy for helping young people explore such careers and complete the advanced education and training required.

In early 2006, via a competitive grant application process, the state selected six sites for the new initiatives. Those sites -- the city of Detroit and the regions of Clare-Gladwin, Delta-Schoolcraft, Genesee, Washtenaw and Wayne counties -- have since begun enrolling students.

While the programs are focused initially on high school age youth, each hopes eventually to provide outreach and educational opportunities to younger students.

Even as the sites’ applications were being reviewed, says Zoe Starkweather, MMC already was providing them with technical assistance and support.

Starkweather is the grants and development coordinator for the Washtenaw Intermediate School District (WISD), which launched its initiative -- the Early College Alliance -- in collaboration with Eastern Michigan University, the St. Joseph Mercy Health System and the University of Michigan Health System. Other partners include Michigan Works!, the Ypsilanti Chamber of Commerce and several area schools.

She says MMC helped the participating communities understand the strengths and challenges of the middle-college model, and how the new initiatives can complement existing educational and workforce-development programs. MMC also has worked with the local initiatives to connect high school and college curriculums within a health-care framework, as well as develop appropriate program budgets and policies.

That support, Starkweather says, has proven vital.

The middle college model helps youth earn college credits while completing high school. “MMC, by sharing its experiences, insights and solutions, is helping us leverage our limited resources into world-class programs. As a result, we’re breaking new ground with the middle-college model without having to reinvent its basic structure.”

Dwight Sinila, a consultant in areas of grants coordination and school support at the Michigan Department of Education, agrees. He says MMC’s approach to education -- working with students holistically, helping them address their unique personal and emotional needs, as well as academic growth -- and its ability to share effectively those lessons is proving to be “a winning combination for the new initiatives.”

“Each is blending the proven attributes of MMC with the needs and requirements of their local school districts,” he said. “That’s resulting in programs specifically tailored to the needs of area young people and of local industries.”

Starkweather says MMC, via planning and networking activities, also has helped the participating communities explore and nurture partnerships around the new initiatives.

“The middle-college model is itself collaborative, bringing together people who focus on high school and post-secondary education,” she said. “The new initiatives are building on that strategy by creating meaningful collaborations across the public and private sectors.”

Those thoughts are echoed by Richard Shaink, president of MCC. Genesee Early College -- the health-care careers initiative in Genesee County -- was launched by the Genesee Intermediate School District (GISD) in collaboration with MCC, Baker and Kettering universities, and the University of Michigan-Flint. Other key partners include the Genesee County Health Department, the Genesee Area Skills Center, the Greater Flint Health Coalition, Genesys Health System, and the county’s 21 school districts.

“The collective skills and resources of these local partners are essential to successfully launching, maintaining and growing these programs,” Shaink said. “By stepping up to the table, we’re helping to save many young people who might otherwise fall through the cracks.”

Thomas Svitkovich, GISD superintendent, agrees. He says the six middle-college programs are fortunate to have MMC as a resource with a history of building coalitions.

“The success of these new initiatives depends on collaboration and dedication among the various partners, as well as their shared vision of helping young people to create a new future in Michigan.”

Chery Wagonlander, MMC principal, says the middle colleges are reaching across neighborhoods, schools and families to create educational and employment opportunities for youth from all walks of life. And they are a particularly important economic strategy, she believes, for low-income and underserved households.

“Finding a job that will support a family depends more and more on having the right mix of skills, education and experience. For young people who lack that background -- and, as a result, believe they might never have a stable, secure future -- these initiatives offer new hope.”

Wilbur believes that, with MMC’s help, they also will present a blueprint for moving the whole of Michigan forward. He says there are already conversations under way about creating similar middle colleges that target other emerging industries, including biotechnology and advanced engineering.

And as such initiatives move forward, says Wilbur, the state likely will turn again to the resources and expertise offered by MMC.

“It’s incredible to have this national resource in our own backyard. And now we’re tapping it for the benefit of families across Michigan.”

This story appears in the spring 2008 issue of Mott Mosaic.

Social networking sites help nonprofit tell stories, raise awareness

Thu, 03 Apr 2008 10:29:39 GMT

By DUANE M. ELLING

Mary Peña knows that, in the nonprofit sector, the success stories of programs and participants can be key to raising awareness and support among funders, policymakers and the public.

Peña is executive director of Project QUEST (Quality Employment Through Skills Training), a sectoral workforce development program located in San Antonio. Her organization is giving its own storytelling a technological twist with the help of two Internet tools: MySpace.com and YouTube.com.

MySpace provides free web pages where users can share information, post video clips and other digital resources, and network with other site visitors. YouTube allows users to upload, view and share video clips for free. Both sites reach audiences around the world.

The idea at QUEST to use the two services came about in 2007 when staff began exploring new ways to share the videotaped testimonials of sectoral program participants.

The sectoral model uses job-specific education and training to help low-income, low-skilled workers prepare for living-wage careers within a particular industry or “sector.” Many such programs also offer counseling, case management and other supportive services to help workers connect with -- and succeed in -- the labor market.

The sectoral approach also engages employers in the design and implementation of regional job training programs, and in rethinking how employment practices -- recruitment, hiring, training, promotion and compensation -- can affect workers.

The result: underserved families are more effectively connected to quality jobs, while industries have improved access to well-trained employees.

Mott support for the sectoral approach has totaled more than $81 million since 1981, including $1.1 million in related grants to QUEST since 1998.

“It will allow us to significantly raise awareness of the issues these families face, as well as their efforts to create new lives. And that awareness can generate a new wave of support for programs that work.”

Peña notes that in 2007 her organization recorded several brief videos of QUEST participants sharing their experiences, challenges and successes in joining the labor market. Those testimonials were shown at recruitment, fundraising and other community events.

Positive feedback from viewers prompted staff to consider other ways in which the clips might be shared.

“We knew the stories were powerful and could help drum-up support for both QUEST and the sectoral approach,” said Peña. “But we also knew that we needed a cost-effective way to bring them to new audiences. That’s where YouTube and MySpace came in.”

With “a surprisingly small investment of staff time and self-training,” she says, the organization posted three testimonials to YouTube in late January 2008. Just days later, QUEST launched its MySpace page, which prominently features the clips, as well as additional information about its sectoral program. The page has since attracted an online network of several supporters or “friends.”

Peña notes that audience response to the organization’s new online resources has been “... incredibly positive. The fact that these are real people telling real stories resonates with folks. And actually seeing and hearing them share their stories makes for an even more powerful experience.”

She is also confident that, over time, the use of such technology could have a very real impact on the ability of nonprofits to help low-income communities.

Study suggests positive impacts of community organizing on education

Thu, 27 Mar 2008 12:19:39 GMT

By DUANE M. ELLING

Community organizing can make major contributions to improving student achievement among young people from low-income and underserved neighborhoods, according to findings from the Annenberg Institute for School Reform (AISR) at Brown University.

A preview of results from the six-year, Mott Foundation-funded exploration of the contributions of community organizing to school improvement, was unveiled this week by a panel of experts at the American Educational Research Association (AERA) annual meeting in New York City. Approximately 200 participants attended the session, which featured Kavitha Mediratta and Seema Shah, co-authors of the new study, along with Charles Payne from the University of Chicago, Jeannie Oakes from the University of California-Los Angeles and Christine Doby, a program officer for the Mott Foundation.

The study was initiated in 2001 at eight sites across the country, with data collection and research by AISR.

Norm Fruchter, director of the Community Involvement Program (CIP), says the study confirms the important role that community organizing can play in shaping the future of communities, including improvements to school systems. Participation in organizing efforts also increases civic engagement, and knowledge and investment in education issues among residents of all ages, he says.

“Education reform is about changing the life outcomes of young people, particularly in low-income neighborhoods,” Fruchter said. “Organizing helps families discover and use their power to make those changes both meaningful and sustainable.”

In addition to substantiating the role that education-related organizing plays in improving students' educational outcomes -- including graduation from high school and increased college enrollment -- the study found that such efforts strengthened school-community relationships and stimulated changes in policy, practices and resource allocation.

“The findings reinforce our understanding of the important role that communities play in improving learning outcomes for kids in poor schools." The seven communities currently participating in CIP included Austin, Texas; Bronx, New York; Chicago; Los Angeles; Miami; Oakland, California; and Philadelphia. Each site received $100,000 per year from Mott to support the education organizing work and participation in the study.

"As education organizing began to grow in scope and depth, there were indications that student outcomes were being affected. However, there was no research-based documentation of these efforts," said Christine Doby, Mott Program Officer.

“Our funding was used to begin building a body of research and a discipline of research investigation on the role of community organizing in school reform. The findings reinforce our understanding of the important role that communities play in improving learning outcomes for kids in poor schools."

CIP's preliminary results are available in Organized Communities, Stronger Schools: A Preview of Research Findings, at the Annenberg Institute’s Web site. The full study is expected to be released this summer and will include an analysis of the specific organizing strategies used in each community.

Supporting soldiers' successful return to the civilian workforce

Mon, 03 Dec 2007 10:19:48 GMT

By ANN RICHARDS

The successful reintegration of young soldiers into the civilian workforce is the focus of two grants recently awarded by the C.S. Mott Foundation. Multi-year grants to link returning and seriously wounded veterans with educational, training and job counseling services were made to AMVETS National Service Foundation and the National Organization on Disability (NOD) in Washington, DC.

Just over a year ago, AMVETS -- a national service organization founded in 1944 to assist veterans returning from World War II --- hosted the National Symposium for the Needs of Young Veterans in Chicago, Illinois. The event was held "because of the concerns that Iraq and Afghanistan war veterans in particular were not getting the benefits they had earned and deserved," according to Peter L. Giusti, chief development strategist for AMVETS National Service Foundation, headquartered in Lanham, Maryland.

Of special concern were veterans under the age of 45, many of whom struggle to access educational benefits or meaningful employment as they transition back into civilian life.

"These veterans are more educated, more racially diverse, and include more women than the previous generation of veterans and yet they continue to lack the employment opportunities and relevant job training they need," Giusti said.

For those soldiers injured or permanently disabled in recent conflicts, the challenges of accessing career support services are even more difficult, often complicated by months of hospitalization, rehabilitation and because of their youth, little labor market experience outside the military.

Since 2004, the Mott Foundation has funded efforts to reduce barriers to employment, focusing on transitional jobs for clients facing multiple barriers to employment. In 2007, the Foundation provided almost $2 million in funding for this purpose. While the bulk of this programming has focused on low-income workers, the unemployment rate for new veterans, which is double the rate for non-veterans of the same age, prompted the Foundation to extend its support to this population.

AMVETS National Service Foundation will receive $75,000 each year over two years to support its Workforce Project for Young Veterans. Utilizing its network of trained national service officers, who are accredited by the U.S. Department of Veteran Affairs, AMVETS will focus on reform of three federal programs: the Transition Assistance Program, the Disabled Transition Assistance Program, and compliance with veterans preference laws and other regulations that affect employment of those serving in the armed services. The Workforce Project for Young Veterans is the result of recommendations issued in a 55-page Action Plan following AMVETS' national symposium.

Mott funding also will support the U.S. Army's Wounded Warrior (AW2) Program. Set up by the U.S. Congress to assist the more than 1,500 veterans severely wounded in Iraq or Afghanistan, AW2 will partner with NOD to set up an education, training and employment component that will be initiated early in a veteran's rehabilitation process. NOD will use a multi-year grant totaling $300,000 to assist the Army to design, test and implement the employment strategy for AW2 participants.

"NOD has spent nearly a year planning this demonstration, conducting focus groups with severely injured soldiers and their families at Walter Reed Hospital and in the field. We hope this initiative will enable the soldiers to use their unique talents by productively contributing to the society they served so unselfishly and bravely" said Michael R. Deland, NOD's president. He added that service men and women and family members identified employment and financial challenges among their greatest concerns upon returning to civilian life. NOD plans to set up demonstration programs at three sites, utilizing career specialists who will work one-on-one with severely wounded soldiers and provide ongoing assistance and support as needed for up to three years after soldiers return home.

Currently, there are approximately six million young veterans in the U.S. Recent military conflicts have resulted in major changes in the needs of the military and veterans alike, according to the AMVET report. The joblessness rate among veterans ages 20-24 was more than 10 percent in 2006, at least double the national average for all adult workers, according to the U.S. Department of Labor.

Measurements are key to addressing nation’s dropout crisis

Mon, 29 Oct 2007 00:00:00 GMT

By DUANE M. ELLING

Christopher B. Swanson has spent considerable time exploring the available data on graduation and dropout rates among high school students in the United States. And, in many ways, he’s alarmed at what he has seen.

Chris Swanson Swanson, formerly a senior research associate at the Urban Institute, is now the director of the Editorial Projects in Education Research Center. EPE is a nonprofit organization -- and, like the Urban Institute, a Mott grantee -- that publishes Education Week, one of the nation’s key news sources on education-related issues.

Swanson’s concern stems, in part, from the disturbingly low graduation rates evident in many communities, particularly among poor and minority students. But he is also troubled by the often inconsistent and inaccurate ways in which states track and calculate those rates.

In the following Q&A, Swanson discusses the challenges and strategies -- as well as the vital importance -- of accurately tracking graduation and dropout rates in the U.S. The interview was conducted by Mott Communications Officer Duane Elling.

Mott: Researchers and advocates have referred to high school graduation rates in the U.S. as a growing national crisis. What are your thoughts on that description?

Christopher Swanson (CS): I believe it’s an appropriate one. Studies show that nearly one-third of all public high school students in the U.S. -- and roughly half of all African-American, Hispanic and Native American students -- fail to graduate in the traditional four years.

Some people may question why this is necessarily a “crisis” or why we should be concerned with students finishing high school on-time. After all, a young person who is held back a year can still go on to earn a diploma. Or, if a student does drop out of school, he or she can earn a GED [General Equivalency Diploma] or some other non-diploma credential.

The problem is that, unfortunately, many such young people don’t actually re-engage with their education. Kids who fail a year of high school are more likely to drop out altogether. And dropouts are more likely than those who graduate to be unemployed, living in poverty and involved with the criminal justice system.

By understanding dropout and graduation rates, as well as their consequences and the factors that impact them, we’ll be better equipped to identify and help those students who are at risk of leaving school without their diplomas.

Mott: Why else are these measurements so important?

CS: Education policy in this country, at all levels, hinges on statistics. Graduation and dropout rates, as well as other benchmarks, are used to determine the performance levels -- and, oftentimes, the funding decisions or sanctions -- for schools and districts.

Perhaps it isn’t surprising then that many states underreport the number of students who drop out. In some cases, it’s difficult to confirm whether a young person has dropped out of school altogether rather than having moved or transferred to another district. And, when such a question exists, they are often just classified as a transfer.

Furthermore, in many states, the data systems and resources devoted to tracking students just haven’t been up to the challenge, though we are seeing signs of improvement on that front.

However, those inaccuracies carry a significant price, in that they create a sense of complacency among educators, policymakers and the public about just how many young people are falling through the cracks of our educational system. And that, in turn, can result in fewer efforts to ensure that all children succeed.

Mott: How do these measurements factor into education reform, such as the federal No Child Left Behind [NCLB] Act?

CS: A positive impact of NCLB is that it focuses on graduation and dropout rates in ways that were never addressed before. It requires that states track and record the data, and use it to evaluate the accountability of schools and districts.

But the legislation, as it stands now, also gives states a lot of leeway in terms of what that accountability means. For example, each state can set its own goals for graduation rates and decide what constitutes acceptable progress towards those goals. As a result, in most states, a school with a very poor graduation rate can simply maintain that rate and be considered as making progress under NCLB.

The law does require that states monitor and report graduation data on such sub-groups as gender, race and so on. However, that data carries very little weight in the accountability decisions related to NCLB. As a result, significant differences in graduation rates among minorities, the poor and other underserved communities may essentially go unaddressed. In the end, those young people are at risk of being left even further behind their peers.

How the next generation of NCLB should handle the accountability for graduation rates is a major topic of debate among policymakers as Congress works to reauthorize the legislation.

Mott: How is the EPE Research Center helping to address these issues?

CS: One key way is through the development of accurate and credible data about graduation rates. We’ve calculated those rates -- what we call the Cumulative Promotion Index, or CPI -- for every school district in the country, based on student enrollment information gathered by the U.S. Department of Education. Basically, the CPI represents the percent of students entering the 9th grade in a given district and who complete high school on time and receive traditional diplomas.

The CPI is then used to evaluate trends in graduation rates in and among school districts, to identify points in a high school career when a student is most likely to dropout, and so on. And we’ve pooled all that information into EdWeek Maps, an online database that provides users with an at-a-glance idea of what’s going on in their district and in others around the country.

By providing rich, reliable data, we hope to help the public, educators and policymakers understand the reality of the dropout crisis in this country and the pressing need to do something meaningful about it.

Mott: What other trends are you seeing in terms of tracking graduation and dropout rates?

CS: There’s a lot of interest in developing high quality, computer-based information systems that can track individual students over time, including their attendance, test scores, academic progress, and so on. Those systems could have significant impacts on educational programs and policies.

For example, by linking those systems between schools and districts, we would know with much greater accuracy when a young person has transferred to another school and when they have dropped out altogether. And, by tracking a broad range of educational factors, we could better identify those kids who are at risk of dropping out. In both cases, we could then connect students with the resources that will help to keep them engaged in their education.

As data are collected we would also get a much more accurate sense of how many kids are actually dropping out, when those dropouts most often occur, and the groups most at risk of leaving the educational system. That information would be incredibly helpful in developing meaningful, systemic strategies for addressing the dropout crisis.

Of course, credible data systems and reliable measurements aren’t “silver bullets” for dealing with that crisis. But they are vital first steps to recognizing that a problem genuinely exists and that, for the sake of these young people and the future of the country, must be addressed.

New book shares insights of community organizers

Fri, 31 Aug 2007 00:00:00 GMT

By DUANE M. ELLING

When the husband and wife team of Joe Szakos and Kristin Layng Szakos began working on their book, We Make Change, they knew right away that its format would be unique. Joe had interviewed 81 community organizers from around the country, exploring the reasons behind their career choice and their experiences in the field. As Kristen began working with the resulting transcripts, it soon became apparent that the stories needed to be shared in the words of those who told them.

“The book recounts those narratives in the organizers’ own voices,” said Joe. “I think it makes their incredible experiences all the more real.”

In the following Q&A, Joe -- himself a community organizer and current executive director of the Virginia Organizing Project -- discusses the new book and his own insights into the field of organizing. The interview was conducted by Mott Communications Officer Duane Elling.

Mott: What prompted you to write “We Make Change”?

Joe Szakos (JS): About five years ago, I was at a library and asked the staff if they had any resources about careers in community organizing. While they had books on jobs in many different fields, organizing wasn’t one of them. I went home, looked online and found many resources about organizing as a strategy for social action, but still really nothing about the people who were actually helping communities to do that work.

That highlighted for me an important gap in the knowledge base about the field. Organizers don’t often talk about why we do what we do, the motivation behind the work. We focus our conversations on actions and issues. But to keep those efforts moving into the future we also need to recruit new organizers, both young people who are exploring possible careers and experienced professionals who are looking to change jobs.

Our mission with We Make Change is to support the development of that infrastructure by creating a better understanding of what a community organizer is and to spotlight organizing as a viable and meaningful career.

Mott: How did you go about collecting material for the book?

JS: When I attended regional or national meetings, I would ask organizers to talk about their work and what it means to them. Sometimes they hesitated, thinking that I wanted their views about the campaigns they were working on.

Keep in mind that organizers are trained to insure that, when it comes to campaigns or issues, the voices heard are those of the local leaders and organizations. It’s the organizer’s job to help communities find their voice, not to speak for them.

So I would tell them, “No, I want to hear about you, about your career as an organizer and why others might find this kind of work rewarding.” That excited them because they want people to know what organizing is all about, they want to bring more organizers into the field. So we would sit down and talk, and inevitably I was blown away by the power of their stories.

Mott: Could you share a few examples with us?

JS: One of the many great stories is that of Vickie Goodwin, who worked for years as an organizer in Wyoming. She talks in the book about the kickoff for her first affiliate, where the local leaders represented a broad range of the political and social spectrum: left wing, right wing, military officers, community activists and so on. And she shares how she was able -- even to her own surprise -- to help the group effectively work together.

Vickie’s story captures the importance of bringing diverse people to the table and helping them to find common ground, to talk together, think together, plan together and then act together. Those skills as convener and facilitator are key to being a good community organizer.

Jerome Scott is another good example. He shared with us his experiences as a soldier during the Vietnam War and the subsequent promise to himself that he would never again do something with his life without knowing why he was doing it. That set him on the road to becoming an activist and organizer.

Stories like his tell us about the personal discovery that goes hand-in-hand with helping communities to identify their concerns and create positive change. And I think that can help others to understand the very real rewards of a career in organizing. People who do this work are living what they believe.

Mott: Did you uncover any common denominators among the organizers you spoke with?

JS: When I asked them why they chose organizing as a career, at the core of their answers was a passion -- what some described as a “fire in the belly” -- to support social change. Not only in terms of the issues, but more importantly in helping people to recognize and use their own innate power to affect those issues, to come together and shape the world around them.

It also became clear that many went into the field not fully knowing what to expect. They knew that they would be talking with people and helping them explore issues and strategies. But it wasn’t until they’d gone through a full campaign, and in some cases, several campaigns, that they really came to understand the challenges, as well as the rewards, of being an organizer.

Mott: What have your own experiences as an organizer taught you about those challenges and rewards?

JS: One of the things I’ve learned is that meaningful social change -- that is, change that is real and lasting and reflects the needs of the community that seeks it -- usually takes time and patience to achieve. Sometimes people have to take on and win smaller campaigns before they’re ready to embrace the idea of working on big issues like housing, education or healthcare. As organizers, we have to recognize and support that process, and make sure that it’s the community’s interests and goals, not our own, that are being served.

One of the key rewards for me as an organizer is the opportunity to help develop those local leaders and organizations, then watch them step forward and make a difference in their community. I also believe that, as grassroots groups speak out and exercise and test the democratic process, they ultimately create a higher quality of life for everyone. To have that as part of my job, I don’t think there could be anything better.

Community colleges increase role in workforce development efforts

Thu, 09 Aug 2007 00:00:00 GMT

By DUANE M. ELLING

Promoting access to quality education and training remains key to connecting low-income and low-skilled workers to living-wage employment. Jack Litzenberg, senior program officer with Mott’s Pathways Out of Poverty Program, discusses in the following Q&A the role of community colleges in helping these families succeed in the job market and build economic security. The interview was conducted by Mott Communications Officer Duane Elling.

Mott: How do community colleges “fit” into a workforce development strategy?

Jack Litzenberg (JL): Workforce development is about helping people -- particularly those from underserved

Jack Litzenbergcommunities -- prepare for, find and maintain living-wage jobs. And as industries change and those jobs become more specialized, the workers needed to fill them have to possess advanced education and training.

For many low-income, low-skilled workers, community colleges offer a natural bridge to those goals. The schools are often centrally located and accessible by public transportation. Because they frequently attract non-traditional students -- older individuals, working adults, and so on -- community colleges are often adept at helping students find solutions to educational barriers.

Many such schools also offer two-year certificate programs in specific job sectors, such as healthcare or business. As a result, they’re experienced in preparing students -- within a relatively short period of time -- for careers in “demand” industries. And they can help students acclimate to the college environment, which can help them successfully transition later to a four-year school.

Given these strengths, community colleges have become important gateways to education and the labor market for many underserved families.

Mott: How does Mott’s grantmaking in the area of workforce development reflect this evolving role of community colleges?

JL: In 2003 we began funding the Opening Doors Demonstration. That multi-year, six-site program -- launched the same year by Manpower Demonstration Research Corporation -- is exploring ways to help low-skilled students succeed in occupational certificate and associate degree programs at community colleges.

The demonstration is yielding some promising results. For example, at one of the sites, small groups of low-skilled students take two or three classes together during their first semester. They also receive specialized counseling and tutoring services.

Early findings suggest that the students participating in these “learning communities” may perform better academically than underserved students who start college without such a support system.

The possible connection to workforce development is clear: If a college student does well in the classroom, they’re more likely to stay enrolled. In turn, they’re more likely to earn their certificate and be ready to enter the labor market.

Mott: How else is this approach reflected in Mott’s grantmaking?

JL: One example is our support of the national Breaking Through Demonstration. This multi-year initiative, launched in 2005 by Jobs For the Future, seeks to expand the capacity of community colleges to help adults with low literacy and math skills succeed in professional and technical certification programs.

The demonstration is closely tied to the Foundation’s longstanding work in the area of sectoral employment. Those programs prepare individuals for work within a particular industry or “sector” by providing them with job-specific education and training. Many also offer a range of supportive services to help workers stay on their career path.

Breaking Through brings a similar focus to bear on occupational programs at the community college level. Among the strategies being explored are establishing links between academic programs to create multiple paths for learning; helping students successfully complete those programs more quickly; and providing comprehensive supports that will help students address barriers to their education and stay in school.

Mott: What else might the demonstration accomplish?

JL: As of July 2007, there are 26 community colleges -- including Mott Community College (MCC), located in the Foundation’s hometown of Flint -- participating in Breaking Through. In the coming years we hope to grow that number, creating more opportunities for greater numbers of low-skilled adults to enroll, succeed and graduate from occupational and certificate programs.

The demonstration will also support related research on these topics and share the findings with advocates and policymakers. Ultimately, that could inform state-level policies that promote greater educational advancement among low-skilled adults.

Mott: Could you tell us a bit more about the Flint replication of Breaking Through?

JL: MCC has been engaged in the demonstration for two years. The school’s primary goal is to pilot more efficient pathways for low-skilled adults to successfully earn degrees or certificates in four career areas: business management, healthcare, manufacturing and human services. If this pilot phase proves successful, MCC could implement these efficiencies in all of their certificate and degree programs.

In 2007 MCC was also identified as the “teaching school” for the recently launched Michigan Breaking Through demonstration. As such, MCC will provide outreach and learning activities on the Breaking Through approach to community colleges throughout the state.

Mott: How might this work with community colleges shape future grantmaking at Mott?

JL: I believe that community colleges will become increasingly key to our workforce development grantmaking. We’re currently looking at a new demonstration that will explore the formation of community-based partnerships between the schools and local nonprofit agencies. I believe that those collaborations, by expanding the available support services and outreach, will further increase the chances for low-skilled students to succeed.

We’ll also continue exploring the connection between community colleges and sectoral employment programs. And we’ll be mindful of new opportunities to help low-skilled, underserved families complete their basic education, enhance their skills and increase their earnings.

Additional Resources:

View details about a grant for the Michigan Breaking Through Demonstration
Read an article about the Breaking Through Demonstration
Read a 2006 Q&A with Jack Litzenberg on issues of job retention and wage progression
Read an article about efforts to reshape Michigan’s workforce
Read an archived report on work being done in the area of sectoral employment

Program staff outlines challenges faced by vulnerable youth

Mon, 23 Jul 2007 00:00:00 GMT

By DUANE M. ELLING

Creating pathways to economic security, self-sufficiency and adulthood is crucial for young people who have dropped out of school, are struggling to stay in the classroom, or who are disconnected from important supportive services. Yazeed Moore, an associate program officer with Mott’s Pathways Out of Poverty Program, discusses in the following Q&A the various issues and strategies related to helping these vulnerable youth.

Mott: What is Mott's interest in the area of vulnerable youth?

Yazeed Moore (YM): Studies show that only about 70 percent of young people in the U.S. --

Yazeed Moore

and just half of all African-American and Hispanic youth -- graduate from high school. Yet obtaining a quality education, at a minimum through the high school level, is increasingly critical to finding and maintaining a living-wage job.

Mott’s grantmaking reflects our belief that programs and public policies are needed to help vulnerable youth, particularly dropouts and other underserved students, reconnect with educational and life opportunities. Specifically, the Foundation is interested in projects that help these young people earn a high school diploma, access postsecondary education and successfully enter the labor market.

Mott: What are some of the challenges to meeting these students’ needs?

YM: Numerous factors -- academic, emotional, social, environmental -- can influence a young person’s ability or desire to stay engaged in their educations. Yet many districts, particularly in low-income and underserved communities, lack the tools and resources to help youth address such issues; as a result, many students are at increased risk of leaving school before graduating.

The lack of formal, coordinated support systems for drop-outs also presents a major challenge for young people who’ve already left school. Even the most motivated of these kids are likely to have trouble finding and obtaining the services that can help them earn a diploma and develop other life and employment-related skills.

Also problematic is the lack of funding and capacity among the country’s “second chance” or alternative educational programs. Nationally, fewer than 300,000 training and education opportunities are available each year for the 2.4 million low-income youth between the ages of 16 and 24 years who are out of school and out of work.

Mott: In what way does Mott’s grantmaking seek to help these youth?

YM: One area of focus is identifying, strengthening and improving specific programs and policies -- education, public care and workforce -- that lead to successful pathways for all vulnerable youth, including those who have already dropped out of school.

We’re also interested in the development of broad systems at the local and state levels that provide these youth with a range of education and employment opportunities. For example, in recent years we’ve helped support citywide partnerships in Philadelphia, Boston, New York, and Portland that are reconnecting dropouts and out-of-school youth to quality learning and job training options.

"Nationally, fewer than 300,000 training and education opportunities are available each year for the 2.4 million low-income youth between the ages of 16 and 24 years who are out of school and out of work."

Finally, we support projects that demonstrate the great potential -- and equally great challenges -- of the country’s most vulnerable youth. The citywide partnerships I just described are making headway in this area by developing data systems to guide and assess such strategies, and by raising the visibility of the country’s dropout crisis.

Mott: What is the future focus of this grantmaking?

YM: Our strategies will remain geared toward advancing programmatic and policy-based innovations at the local and state levels that ensure that vulnerable youth are prepared for college and careers. That focus is important because much of the necessary work and change needed to increase the percentage of young people earning high school diplomas originates at the state and local levels.

An overarching theme will also continue to be bringing together relevant agencies and stakeholders -- such as schools, employers, local governments, and workforce agencies -- to create a web of services, options, and pathways for dropouts and other underserved students, especially among poor and minority youth.

Mott: What other issues and trends are likely to be explored?

YM: The demands of a new global economy and the impending retirement of many workers of the “baby boomer” generation will spark new opportunities and challenges in the workforce development field. This will undoubtedly shape our future grantmaking as we seek innovations that take a targeted and integrated approach toward building career and employment opportunities for our nation’s most vulnerable youth.