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

Sustainability
A Blueprint for Success
To ensure the sustainability of the program, FCE engages its board through frequent updates on
admission figures and fundraising efforts as they relate to the overall health of the organization. FCE
also sends regular reports to various funders. Most of the funding for FCE comes from private
sources. Nearly half comes from individuals, approximately 45 percent comes from foundations, and
about five percent comes from corporations and community groups.
FCE recognizes that it is small and community-based, but it is exploring the possibility of growing
and serving more students and families. The challenge that Dr. Waring is most concerned about is
“how to grow in size while maintaining a quality and personalized program.” FCE has been documenting
the various aspects of the program and engaging in conversations about what aspects are
essential (high expectations, family and community empowerment) and what might not be essential
(a particular program or activity). Further, they are beginning to explore the aspects of the program
that might be successfully delivered online (some tutoring, college research, etc.) and how that might
influence the way the program operates. Dr. Waring noted that the program is “about to outgrow
our current space and that we need to find a place that is both affordable and located in East Palo
Alto, the community we are committed to serve.”
The final challenge to sustainability noted by Dr. Waring is the continual need for money to fund
the mission. She indicated that the program is about to begin a strategic planning process that will
help them narrow down some of these ideas and think about what is the most effective way to meet
the mission in the future. She indicated that she is “not sure which direction we will take, but I am
committed to making any changes with quality and based on our core values.”
What We Do Best
Executive Director Waring indicated that “FCE is most successful at working with students and
their parents to make sure that they have the information and the confidence to be effective advocates
for themselves.” She added that “the way we work is designed to empower our clients rather
than having them dependent on us. For example, students and parents lead sections of meetings,
serve as translators, mentor others, etc. If parents or students are unsure of what they should say to
teachers or counselors, we will role play with them and even go to the meeting, but they take the
lead.” Dr. Waring attributed this success to having college graduation as the goal from the beginning.
She explained that “all programs were and are developed with this endpoint in mind.” Additionally,
she noted that FCE listens to the students and parents and “designs programs and activities
that they need and want,” in addition to reviewing “research and literature about best practices.” For
example, FCE’s parent engagement program “grew out of our parents’ desires to understand how
education worked and how they could be more effective in helping their children.”
Educational Policy Institute 80 www.educationalpolicy.org