A BluePrint for Success: Case Studies of Successful - Educational ...

A Blueprint for Success
40 percent. It is a challenge to help students and families make a choice for a high quality school
over the school with which they are most familiar and comfortable.
Another “best practice” cited by Director Fanning is the central role that high school and college
students play in teaching and mentoring the middle school students, and in running specific program
components. With a 4:1 student-to-mentor ratio, no middle school student has the opportunity
to disengage in academic and other activities; there is no hiding in the back of the classroom or
activity room. Furthermore, for the mentors and tutors, five tiers of leadership development training
ensures that they are engaged and learning while also supporting the middle school students. This is
a clear win-win, and these older-peer-to-younger-peer relationships are the “brilliant gem” of the
program.
In addition, a factor cited by Director Fanning in Partners’ success is the program’s alignment of efforts
with student outcome data. For example, Director Fanning noted that the matriculation rates
to high quality college prep high schools has increased steadily because programmatically they have
aligned efforts to achieve this outcome. Over time, they have learned that to be effective, they need
to use multiple modes of program delivery — daily classes in the summer program, family meetings,
reminders at summer graduation, letters home, Saturday workshops in the fall, compiling high
school data into easy-to-understand one-page grids, follow-up calls, emails, Facebook messages, connecting
families with high school enrollment coordinators, etc. Director Fanning commented that,
“there is no one-step-and-its-done approach here. Each year we add a new piece or strategy in order
to try to improve the outcomes. This is a ‘continuous improvement’ program loop — make a step
forward, evaluate the process, and see how to make it even stronger.”
Lessons Learned
Director Fanning offered four tips regarding lessons he has learned over the years.
First, even when programs are small or growing, data collection is key. Surveys are a good
example. Ask parents what is working and what else they need. Ask the students. Find out
how satisfied everyone is. Pay attention to where students go after they leave your program.
Learn what success patterns look like. Director Fanning warned that it can be easy, especially
for small organizations, to focus only on program delivery and not on data. He indicated that
it is crucial keep data and program delivery connected. Don’t wait until you’re “big enough
to have a data person.”
Second, work toward professionalization. Having clearly defined processes and procedures
and a professional approach to program development and delivery will facilitate program
growth and performance. Further, having an exemplary and engaged Board of Directors can
help programs move forward in ways that are sustainable both financially and
programmatically.
Educational Policy Institute 102 www.educationalpolicy.org