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.
Issue: English Language Learners (ELLs) are the fastest growing demographic in our region. Gaps between ELLs and non-ELLs are leaving many students behind, with 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. Further, E3 Alliance undertook a unique study to identify replicable practices in schools identified as providing the highest academic growth for ELL students.
Results: Working with the ELL Collaborative, E3 Alliance developed a research-based rubric (ELL Rubric) based on proven national research and local practices. To date, over 30 schools from 9 different districts have participated and over 4,400 students have been impacted by the ELL Rubric. ELL campuses achieved significantly higher academic achievement growth for their ELL students, as well as their non-ELL students, as compared to matched comparison schools.
Partners: Twelve school districts, five universities and Education Service Center Region XIII 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
Issue: Fewer than half of Central Texas Kindergartners start school prepared, 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: Five 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 training and online tools to support pre-K teachers in districts across the region.
“I’ve taught Kindergarten for 12 years. I know how important it is for students to start school “ready” … E3 Alliance worked with teachers and experts from across the region to create the first student-centered, aligned standard for readiness in the state of Texas. It helps me get them ready to succeed in school, guide instruction and makes my conferences with parents far more productive.” -Mitzi Krueger, MISD Kindergarten Teacher
Issue: 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 6,373, 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