Teach For America – New York Vision For 2015 Draft

Preliminary Teach For America – New YorkVision For 2015Draft

Contents • Where we are today – Teach For America – New York • Where we are today – Education In New York City • Our vision for 2015

Teach For America’s Presence In NY Has Accelerated Since 2002, Leading To The Largest Base of Alumni In the Nation Roughly 1,000 teaching corps members in one year at our peak Fiscal crisis and state/city budget cuts Rapid expansion Approximately 800 total corps members during our first 10 years State and city budget crises have led to Teach For America’s smallest teaching corps since 2003

Our Corps Members Are Achieving Their Highest Levels of Success In The Classroom… External research Principal Satisfaction 2009 Teacher Pathways Project found TFA middle school math teachers in NYC to be more effective than other beginning teachers, including traditionally prepared teachers Several other studies across the country have also demonstrated the effectiveness of Teach For America teachers relative not only to beginning teachers, but also compared to experienced and certified teachers 97% of NYC partner principals are satisfied with Teach For America teachers 94% of NYC partner principals report that Teach For America teachers have made a positive difference in their schools “Drawn from leading universities and colleges, Teach For America teachers are intellectually solid. But of greater importance is this: they are inspired by a moral purpose which provides remarkable energy …Teach For America corps members and alumni have been indispensable in creating a South Bronx school worthy of the children it serves.” – Principal Patrick Kelly, Urban Science Academy (has hired 56 TFA corps members since 2004) 4 Source: 2008-2009 Survey of Principals – New York Region

… And Our Alumni Are Leading Schools Across the City The number of alumni principals has grown from only a handful in 2002 to over 70 today. Charter schools led by TFA alumni NYC DOE schools led by TFA alumni 5

At The Same Time, Alumni Are At The Center Of The Broader Education Reform Movement in New York City Charter Leaders/Teachers David Levin (’92), Founder and Superintendent, KIPP NYC 100% of KIPP NYC schools are led by TFA alumni 78% of Achievement First schools are led by TFA alumni 55% of Uncommon Schools are led by TFA alumni 19 out of the top 25* charter schools in NYC have TFA corps members or alumni on their staff Teachers 600 alumni teachers across both district and charter schools School leaders 130+ school leaders in NYC, including over 70 principals NYCDOE Leadership John White (’99), Deputy Chancellor, NYC Public Schools Marc Sternberg (’95), Deputy Chancellor, NYC Public Schools Cami Anderson (‘93), Senior Superintendent of District 79 Ali Avera (’95), Deputy Chief Operating Officer Joel Rose (‘92), Chief Executive for Human Capital and Executive Director, School of One Education reform organizations We have increased our involvement with key education reform organizations, and our alumni/corps members have founded, lead, or work in several key education-focused organizations, including: The New Teacher Project Donors Choose Harlem Children’s Zone Teacher U I Have A Dream Foundation New Visions For Public Schools New Leaders for New Schools Citizen Schools PENCIL, Inc. Approximately 70% of TFA alumni in New York City work in education *As measured by the NYCDOE progress reports, 2008-09

The Needle Is Moving On Education Reform In New York City… Progress Compared To Large Cities 2009 NAEP scores indicate that New York City was one of only 4 major cities in the United States to demonstrate significant progress in reading achievement in 4th grade, and has had more success in educating black and lower-income 4th graders1 NYC Charters Achieving Strong Results 2009 study2 showed that students in NYC charters closed 86% of the “Harlem-Scarsdale gap” in math and 66% of the gap in reading compared to peers who entered the lottery but did not attend charters High School Graduation Rates Rising After decades of stagnation, high school graduation rates rose 33% from 2002-20093 • Source: National Assessment of Educational Progress, 2009 • Source: The New York City Charter School Evaluation Project – Caroline M. Hoxby (Stanford University) • Source: NYCDOE; both city and state methods of calculating graduation rates show significant growth over last 4 years

…But There Is Still So Much To Do 8th Grade High School College Only 50% of black and Latino/Hispanic NYC eighth-graders are rated proficient in English, compared to 97% of all students in Bronxville1 Only 27% of black and Latino/Hispanic students in NYC graduate with a Regents Diploma, compared to 100% of all students in Bronxville2 Only 28% of black males in NYC graduate with any diploma at all3 Roughly 80% of CUNY freshman – the vast majority of whom come from NYC public schools – must take remedial courses • Source: 2009 NYCDOE Summary of State Test Scores (http://schools.nyc.gov/Accountability/YearlyTesting/TestResults/ELATestResults/default.htm) • According to the most recent census data, Bronxville is approximately 92% white, 3% Latino/Hispanic, 1% Black, and 4% Asia-American • Source: 2008 NYCDOE data from a presentation titled “Ensuring Equality for All of Our Students.” Bronxville data from Bronxville School District. Note that 73% of NYC public school students are eligible under federal guidelines for free/reduced lunch. • Source: Schott Foundation For Public Education 8

We Are At A Unique Moment In Time in New York City We are at the cusp of huge amounts of education reform efforts in New York City Charter Schools Increase in charter cap will more than double the number of charter schools in NYC from 100 to 230 Teachers in high-needs license areas DOE will continue to have demand in high-needs license areas, including at 265 Phase I SPED Reform schools For these efforts to be successful, there simply must be top-quality human capital at all levels DOE will need teachers and leaders to staff a projected 150 new district schools over next three years, funded by federal School Improvement Grants Turnaround/ Transformation School Innovation DOE will need teachers and leaders to drive “innovation” efforts at approximately 40 high-performing low-income schools DOE driving toward “accountable middle” model, leveraging networks like Children First and others to manage change – while at the same time developing more principals Network leaders and principals Coalitions of community organizations are collaborating to create Promise neighborhoods with federal grants – and TFA can be the human capital solution for these efforts Promise Neighborhood Initiative

Teach For America Aims To Be The Human Capital Pipeline For Accelerating and Enacting Reform in New York City Major reform efforts in New York City Charter Schools • Mobilize TFA Alumni Into Positions of Leadership • Alumni teachers and school leaders • District and network leaders • Other alumni leaders Teachers in high-needs license areas Turnaround/ Transformation School Innovation • Flood the system with incoming corps members • Short-term: immediate impact in classroom • Medium-term: serve as “bench” for significant leadership opportunities Network leaders and principals Promise Neighborhood Initiative Flooding the system with Teach For America human capital is our best strategy to mitigate uncertainty surrounding the 2013 sunset of Bloomberg/Klein 9

To Accomplish This, We Will Need to Significantly Grow Our Presence Incoming corps Alumni We aim to more than double our incoming corps to approximately 500 annually by 2015, roughly matching our scale at our peak… …which would result in nearly 4,000 alumni in 2015, as well as add nearly 1,000 alumni every two years beyond 2015 2015: • Nearly 1,000 1st and 2nd year teachers (“corps members”) • 50,000 students impacted by corps members alone • Nearly 4,000 alumni • Alumni efforts will impact nearly every one of the 1.1 million students in New York City

Realizing This Scale Will Require Increased Support For A Fiscally Sound Investment Projected operating expenses $M Highest rating for eight consecutive years Top 10 Most Fiscally Responsible Charities $29M in 2015 represents 0.1% of what New York State spent in 2010 on education Named by Worth Magazine in 2010

If We Accomplish This, We Will Be Much Closer to Realizing Our Collective Vision One day, all children in this city – and across our nation – will have the opportunity to attain an excellent education.

Appendix

Appendix For people who don’t know what TFA is, these slides will come at the beginning

The Problem Across Our Nation Where children grow up determines their life prospects 3 grade levels behind • 9 year olds living in low-income communities are 3 grade levels behind their high-income peers1 Half will not graduate from high school • Of the 14 million children growing up in poverty, about half won’t graduate from high school. Those who do will perform on average at an eighth-grade level2 only 10%will graduate from college • Only 1 in 10 students from low-income communities will graduate from college1 A McKinsey study estimates the economic cost of the combined racial and income achievement gap to be approximately one trillion dollars3 • Source: National Assessment of Educational Progress, 2005 • Source: Mortenson, Tom. “Family income and Higher Education Opportunity,”Postsecondary Education Opportunity, 2005 • Range: $710B to $1.2T. Source: McKinsey and Company. “The Economic Impact of the Achievement Gap in America’s Schools,” 2009

What is Teach For America? Teach For America is the national corps of outstanding recent college graduates who commit two years to teach in low-income communities and become life-long leaders for expanding educational opportunity. • Over 500,000 students impacted across 39 regions • 95%+ are African-American or Latino/Hispanic; 80%+ are low-income • On average, begin the year scoring at the 14th percentile of the national average* • 8,200+ corps members and 20,000+ alumni • 2010 Corps Statistics  over 46,000 applications for ~4,500 teaching positions • Average GPA: 3.6 • Nearly 12% of Ivy League graduating class applied to TFA in 2010 (18% at Harvard and Yale, 15% at Princeton) • At the Ivy League schools, one in four African-American seniors and one in five Latino seniors applied *Source: Mathematica Policy Research

New York has been a placement site since 1990 Approximately 500 corps members Over 2,600 locally-based alumni Approximately 300 placement schools Placement schools are in the Bronx, Manhattan, Brooklyn, Queens, and Greenburgh-Graham in Westchester New York is Teach For America’s Largest Region

A slide on our model? (recruitment, selection, training, support, alumni, etc…) Also, a slide with corps member and alumni spotlights?

Appendix For use with internal staff – the high-level “how” and “what” – these would go after the slide with corps member and alumni growth projections

Transformational Leadership and Relationships Will Drive The Realization of Our Priorities Grow in scale while increasing diversity Maximize corps member impact on student achievement Foster the leadership of our alumni as a force for change Build an enduring institution Developing Transformational Leaders Building Transformational Relationships 23

The Priorities Of Each Functional Area Will Help Get Us There Draft District and School Partnerships Program Alumni Affairs Strategy, Talent, and Operations Development Maximize the region’s opportunity for impact and growth by building transformational relationships with school, district, and key community leaders. Utilize more efficient and comprehensive data systems to manage essential work streams Develop transformational leadership in our corps members before they set foot in the classroom by ensuring they are purposeful, reflective interviewers; don a respectful and humble approach to TFA and school staffs, operate as learners at all times, and are fundamentally champions of our mission. • Vision • Every classroom is transformative and teachers and students are on a mission to a purposeful destination • Culture • We will create: • A culture of leaders committed to collective impact • Transformational relationships with our partners • High expectations for students bolstered by diversity, community, and achievement competencies • Team • Our team members will: • -Utilize judgment-based problem-solving and decision-making to foster innovation and results • Do what they do best, grow and learn, see themselves here long-term, and connect their current work to longer-term career goals Build alumni leadership pipelines to directly impact student achievement at every level, including district, school, and teaching leadership as well as TFA staff positions Foster alumni leadership and activism to impact key policy decisions as elected officials, their staff members, community activists, union leaders, and voters Advance alumni thinking by building a strong understanding of New York’s education reform movement, political and policy landscape, and where they can have the greatest, sustained impact Strengthen and empower our alumni network, so that corps members and alumni are deeply connected to and effectively leveraging and supporting one another, Teach For America, and the broader educational reform movement Drive organizational strength by ensuring a strong, collaborative team culture and the sustainability of our work Maximize cross-functional synergies to deepen collaboration, strengthen relationships and drive greater impact Develop seamless operational systems that increase efficiency and effectiveness of staff Cultivate strong, diverse candidates for full-time, institute, and staff positions Establish champions in state government and influential “third-party validators” to lay the groundwork for major, multi-year state funding. Initiate a drive for significant, multi-year investments inspired by our 2015 vision. Continue to build a larger, more diverse Board to help us achieve our 2015 vision through their own giving and their influence and networks. Modify and create systems to ensure team capacity is driving towards highest ROI. 24

To Tackle Placement Uncertainty, Need To Fundamentally Shift Our Placement Model Previous approach New approach Charter Schools Teachers in high-needs license areas Turnaround/ Transformation Placement Team Placement Team School Innovation Network leaders and principals • Reactive • Volume-based • Highly dependent on size of overall hiring market • Served us well in first growth period (time of high hiring in DOE) • Primarily seasonal team • Proactive • Specific and targeted • Less dependent on size of overall hiring market • Requires active prospecting and relationship building • Need more full-time personnel Promise Neighborhood Initiative How can this strategy be strengthened? What first- or second-degree connections do you have that might be helpful? (nonprofits, local elected officials) 25

Currently Projecting 275 Incoming Corps Members For FY11With Room To Potentially Grow To 300 As We Monitor Demand • DOE growth • Prospect at 265 Phase I SPED schools (currently only place in 31) for SPED positions • Prospect at list of roughly 50 new/phase-in schools (can hire 40% of staff outside ATR) • Work with Sternberg’s shop to approach portfolio of new Turnaround schools (~50) 25 in DOE 100 in DOE 27% growth (58% growth if 125) 79 in DOE 175 in charters 28% growth • Charter growth • Requires maintaining strong presence at major charter networks (USI, AF, KIPP, Success) • Also need to approach approximately 60-70 schools at which we are currently not placing (including new school openings in 2011-12) 137 in charters 216 FY10 275-300 FY11 (27% - 39% growth) 26

Appendix • For development purposes – these slides would come at the end… • One more slide needed on building a 5-year campaign? • Including pyramids for how supporters might fit in?

Our Investments In Our Corps Members Are Made Over A Multi-Year Period “Cost per corps member” is approximately $41,470 over three years FY10 cost per participant Recruitment, Selection, and Training* Education and Political Leadership; Social Entrepreneurship; Career Development* Professional Development and One-on-One Program Support* *Also includes support costs such as finance, technology, human assets, and development, which are allocated according to a region’s share of “total corps” (incoming corps + teaching corps) 28

We Believe That Our Investments In Our Corps Members Create Valuable Short- and Long-Term Impact $41,470 over three years, compared to: What our people do Over 60% stay beyond 2-year commitment, and most demonstrate strong academic gains Nearly 70% of alumni work in education full time, compared to only 10% who would have entered education without TFA Costs of other comparable organizations Peace Corps and City Year both spend approximately $40,000 per year to support their participants* Highest rating for eight consecutive years Top 10 Most Fiscally Responsible Charities Potential impact Estimated cost of a single high school dropout to the government is estimated** to be $200,000 - $300,000 Our corps members impact over 50 students on average, and many of our alums who are school or district leaders impact hundreds or even thousands Named by Worth Magazine in 2010 *Based on Peace Corps 2009 annual report– $324M in expenses; 7.671 total volunteers. Allowances estimated at $6K for living expenses and a $6K stipend upon completion of the program **”The Consequences of Dropping Out of High School” – 2009 study by the Center For Labor Market Studies at Northeastern University 29

Preliminary Projections Through 2015 - NY Draft and subject to change Cost per corps member is a three-year cost and calculated as cost per incoming corps member + 2 * cost per teaching corps member – does not cover alumni costs 30

Teach For America – New York Vision For 2015 Draft