A Model of Collective Impact: Systemic Change that Leads to Success
“I want change my 6th grade daughter can see while she’s still in school.”
“I need employees to fill job openings for today and over the next three quarters. I’m interested in investing long term, but I have to vacant positions now.”
“I see that other schools have programs that I wish I could take. Why aren’t they at my school?”
These are just a few of the concerns and questions raised by our community here in Central Texas as we work with them to create the best education pipeline in the country. The questions are simple, but the answers are not. We hear them in our region, but they resonate throughout our country. Creating education change that is meaningful, transforms the student experience, and improves high school, college and career outcomes for all our children –takes time, community commitment and persistence. It takes a belief that every child deserves the best chance at a prosperous and happy life. Her future is our future, after all.
Three Case Studies
E3 Alliance involves and energizes diverse stakeholders to build community will, maintain and build momentum, and drive toward shared commitment for higher student outcomes and a strong economic future. The following case studies tell the story.
Problem: Gaps between English Language Learners (ELLs) and non-ELLs are leaving students behind, with TAKS passing rates for ELLs up to 40 percentage points lower than non-ELLs.
Solution: E3 Alliance initiated the regional ELL Collaborative to leverage research and identify practices to improve ELL education.
Results: The ELL Collaborative developed a research-based rubric to understand what practices lead to high-performing campuses for ELLs, and districts piloted the rubric. Further, E3 Alliance kicked off a unique qualitative study to identify replicable practices in schools identified as providing the highest academic growth for ELL students.
Partners: Twelve school districts, three universities, Education Service Center Region XIII, and the Greater Austin Hispanic Chamber all actively work together in the ELL Collaborative.
It is so exciting to see districts, higher ed and our state agencies all coming together to better serve this critical population. Practitioners are thrilled to learn from each other and share the best ideas wherever they arise. -Dr. Rosalinda Barrera, Dean of Education at Texas State University
Problem: Fifty percent of Central Texas Kindergarteners start school unprepared, as assessed in a range of critical competencies.
Solution: E3 Alliance led a collaborative effort to create the first student-centered standard for Kindergarten readiness in the history of the state. Ready, Set, K! provides a detailed diagnostic rubric, instructional practices, and small group and individual interventions so that pre-K and Kindergarten teachers can assess and better serve the needs of our youngest students.
Results: Nineteen regional school districts now use Ready, Set, K! to build greater readiness across all competencies for pre-K and Kindergarten students, and E3 Alliance has completed the most comprehensive regional study of school readiness ever undertaken in Texas.
Partners: In conjunction with the E3 Alliance annual regional study of school readiness, Education Service Center Region XIII is providing enhanced coaching and online tools to support pre-K teachers in districts across the region.
The E3 Alliance School Readiness Study is a baseline for our community on how many of our kids are ready for school, and what factors are linked to readiness. We always knew in our hearts that pre-K was important, but now we can tell that story with hard data to back it up. -Stephanie Bonnet-Kramer- Pre-K Coordinator, Hays CISD
Problem: Central Texas was not producing enough qualified graduates to fill regional industry positions in engineering and technology, and companies were spending up to $100,000 for each engineer they imported to the region to fulfill a job that couldn’t be sourced locally.
Solution: E3 Alliance created the STEM Pipeline Collaborative to engage middle school students through robotics competitions, expand secondary STEM course offerings, improve STEM professional development opportunities for teachers, and provide the first articulated college credit for high school engineering courses in the history of the state of Texas.
Results: The Collaborative more than tripled the number of students participating in secondary engineering courses, from 1,493 students to 4,891, while building a more diverse and better qualified pipeline of students preparing for STEM careers in our region.
Partners: Eleven school districts, four institutions of higher education, and eight area STEM companies all actively work together in the STEM Pipeline Collaborative.
We are proud that we have been able to increase our engineering enrollment more than 300 percent in the last four years. Our great partnership with E3 Alliance and school districts was a major contributor to this growth. -Dr. Harold Stern, Professor, Texas State University Ingram School of Engineering