TCCC’s vision is that all children are embraced by our community as our own and supported to reach their full potential in school and in life, cradle to career. Our mission is to build collective power to transform education by changing systems that allow Black and brown children to achieve their goals. We have brought together a cradle to career network to address the persistent and systemic educational inequities in Berkeley, Charleston, and Dorchester counties. With the support of back-bone Team staff, we work to close the educational equity gaps at every stage along the cradle to career educational journey. Using the StriveTogether collective impact framework, we are aligning around a common vision, using data to hold each other accountable, taking collective action, and advocating for equitable, systemic change.
To do this, TCCC creates the space to have authentic dialogue, rooted in data and action, where the needs of children, students, families and adults are prioritized. We see equity as the recognition that the barriers marginalized people face are due to deliberate actions and biases and therefore require us to dedicate a greater amount of resources to dismantle them.
We are grateful to do this work on behalf of the community and partnerships and we take great pride and care of our unique role in fostering collaboration across sectors to make lasting change throughout the region.
6 Cradle to Career Milestones
Tri-County Cradle to Career is the only organization
in the community that solves tough, community challenges by utilizing the five important elements
of the Collective Impact Approach:
Common Agendas • Shared Measurement • Mutually Reinforcing Activities • Continuous Communication • Backbone Support
We know that success happens faster and more often when groups work collaboratively, sharing ideas. TCCC is not a direct service provider or a funder. We do not look at the issue of education in isolation, but rather, we believe that the problems of education can best be tackled by individual groups representing the community coming to the table as one.
• Policy and program solutions built upon a solid racial equity foundation
• Solutions that balance technology with social and emotional learning
• A “new normal” for children and families navigating education and health systems in a COVID-19 environment
• Community-led solutions that provide a nexus of activity between parents, educators, businesses and service providers
Just a little more than two years ago, I moved to Charleston to lead a collective impact organization, Tri-County Cradle to Career Collaborative (TCCC). This nascent organization, rooted in a collective impact (CI) approach to moving the needle on complex issues like public education, housing, and homelessness, had, after five years, learned some of CI’s hardest lessons.
The hyper-collaborative dependent model, focused on systems change (not programmatic) is difficult to operationalize, explain, fund, and sustain. The work can only move at the speed of trust. Independent yet interdependent organizations must have the will, and quite honestly, the courage to stay together over long periods of time, work through creative tension, and mobilize. Groups of disconnected stakeholders with varying degrees of understanding and experience must agree to move from fragmented action and results to collective action and deep and durable impact. (Think less about number of people served and more about what is different because they were.)
To be successful, TCCC requires a deeply committed, agile, staff with a pension for successfully working through ambiguity, expertise in data, community engagement, equity, policy, and an inflexible passion for systems change. Most importantly, it requires a commitment and belief across all levels of the Collaborative that how the work is achieved is equally as important to achieving results and that those closest to the issues must be informers of the work, drivers of strategy, advisors, and partners.
TCCC, when working at its highest function, is a quintessential “backbone” organization. This means that our role is to support “movement building.” To do that, we have to ensure that five community conditions exist: a clearly defined community aspiration, ongoing strategic learning across and among all partners and the broader community, but especially within the organization and its leadership, the alignment and implementation of high leverage activities, inclusive community engagement at all costs, creating and sustaining containers for change.
Across this country and others, there are communities that have achieved amazing results because they have had both courage and will to fund and deploy equity-based, systems-focused work utilizing a collective impact framework. Results range from eliminating chronic homelessness, to the passage of legislation bringing billions of dollars in funding for public education, to increasing the number of NEW students completing a two-year degree, four- year degree, or certificate with labor market value from 10,000 to 43,000+ in nine years.
Right now, the Tri-County Cradle to Career Collaborative is focused on a resiliency strategy in support of parents, families, and children: Digital Equity and Inclusion. Click here to learn more about why the Collaborative is working in this space.
The Tri-County Digital Equity & Inclusion Initiative addresses multiple community activities defined as
necessary by the National Digital Inclusion Alliance to ensure that all individuals and communities,
including the most disadvantaged, have access to, and use of, information and communication
technologies. The initiative works to align, leverage, measure, and communicate activities to ensure affordable and robust broadband internet service, internet-enabled devices that meet the needs of the user, access to digital literacy training, quality on-going technical support, and applications and online content designed to enable and encourage self-sufficiency, participation, and collaboration. Our strategy includes:
• Using data to establish baseline metrics and identify “deserts” and how they may or may not overlap
• Identify best localized strategies for doing community development, economic development, and
• Community Engagement Through Facilitation with Community Members and Potential Partners
• Project Management
• Community Navigator
• Leverage and Alignment of Financial Resources
• Performance Based
If we do our work well as a Collaborative, then during the next several years, communities that have been historically under-resourced and disenfranchised will see increases in education outcomes, health outcomes, financial stability outcomes, workforce training outcomes, and digital literacy outcomes. If, however, we choose, as a Collaborative and region to solely focus on infrastructure, then we will have wasted the opportunity at hand. Inertia will prevail.
As always, I hope and pray that you will join us and support us in this work.
NOW IS THE TIME FOR WHOLE CHILD EDUCATION
Whole child education connects and supports a young person’s academic learning by also attending to their social, emotional, cognitive, physical, and mental health development and needs.
The implementation of whole child education ideally anchors schools as hubs of their communities. It is a more effective and cost-efficient system of schooling that draws on cross-sector partnerships to ensure that all students reach their full potential and have the knowledge and skills to succeed in life and career. Whole child education builds a new education ecosystem co-created by young people and their families in partnership with educators both in and out of the PK-12 system.
The whole child approach builds on decades of research from the science of learning and development that defines the environments and experiences that children need to thrive.
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In October 2020, E3 and TCCC began a series of focus group engagements with the assistance of sustainable development research and evaluation company IM. Together with four strategic grassroots partners, eight community focus groups were conducted producing over 100 pages of narrative analysis, findings, and recommendations. In total, 52 individuals across three counties participated safely and virtually in community focus groups, and in two instances, participated in one-to-one follow-up virtual interviews with the moderator. The work was conducted in three phases.
During this time frame, October 2020 to February 2021, the effects of COVID-19 and systemic racism were inescapable. Focus group participants shared stories of distress, discrimination, faith, perseverance, illness, recovery, and having to lead in household decision making while overwhelmed by unknowns.
The decision to produce a qualitative report was a timely one. Experiential data from focus group participants was collected, coded, and synthesized with the highest degree of skill. The chief objective for qualitative researchers is to analyze experiential data accurately. Readers are encouraged to review all three project phases, especially their separate findings and recommendations, all in their deserving detail. Overall, it is experiential data provided by those surviving in real-time that is impactful.
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Many factors that affect a child’s ability to learn are found outside the classroom and exist well before a child reaches school age. From prenatal care to strong relationships with positive adult role models, these factors can have a significant influence on a student’s likelihood for success. This report highlights some of the initiatives TCCC partners have already implemented to address the social issues that impact educational outcomes for children in our community. By maintaining focus on both factors inside the classroom and beyond, we have the opportunity to help every child succeed.
The use of data to guide decision-making and make continuous improvements is a key element of the collective impact approach. Eight “Core Indicators” that mark milestones along a student’s educational path from birth to workforce readiness were selected based on national research and broad community input. These Core Indicators appear on the pages that follow and are expressed for the region as a whole, with a preliminary look at where we are and where we have been. Their exclusive purpose is to guide our collaborations and serve as the primary measures of our community’s progress.
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Since our organization was formed, TCCC has focused on learning more about the state of education in our community, including how children are performing today, the factors influencing their performance and the history, relationships and circumstances shaping the response to those factors. Last year’s Regional Education Report focused on the state of our education system as measured by eight core indicators – making clear where we are starting from and establishing a way to track our community’s progress.
This year, in addition to providing updates on the core indicators and proposing preliminary targets for 2025, the report takes a closer look at our vision statements to see where we stand, what we’ve learned, what key factors we must address, and what we’re doing to start moving the needle.
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As a community-wide movement, Tri-County Cradle to Career Collaborative (TCCC) has spent the last five years analyzing the state of education in the region in order to identify the factors that must be addressed to start moving the needle on our eight core indicators (see page 4). Annually, TCCC’s Regional Education Report benchmarks how well students are progressing by using data to understand where we are now, where we are going and what needs to be done to ensure every child is prepared for college or career.
In this Report, you will also find success stories and bright spots from throughout the tri-county region. Though there is much work still to be done, the region has seen the initial benefits of partners coming together around a common agenda. Through collaboration, and with each of you, we know this region will achieve even more. We encourage you to study the data in this report, ask questions, start community conversations, and keep working every day to ensure that every child is supported cradle to career.
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As a community, we have proven either unwilling or unable so far to provide from infancy the support that all children and their families need to be ready for school. Then when a student leaves high school, whether as a graduate or dropout, they are sent off largely unready and unsupported. This is systems failure at its worst and at a very high cost in human potential. It is not the fault of any one child, teacher, parent, principal or
superintendent; indeed, many are making heroic efforts to change the system. Rather, it is every citizen’s responsibility.
This report is about provoking the disruption of the status quo so that meaningful, systemic improvement that results in significantly improved student outcomes takes place. “Constructive” disruption has the purpose of building something better. In the following pages, we will faithfully report the data that show little or no progress. We will also point to what needs to happen to overcome the inequity and injustice of what’s happening to our children and, frankly, to the adults doing their best within a system that is failing them as well.
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This report – for the fifth consecutive year – documents little progress in how well we, as a region, educate our children. As a result of our work, we’ve learned some things: We know it doesn’t have to be this way. We know every child has the ability to learn. We know systemic racism in education, and in other systems like housing and healthcare, is preventing significant numbers of children,
through no fault of their own, from reaching their full potential. We know that despite the best efforts of many educators, the public education system widens the gap among white, Black and Hispanic children in every school.
Just reporting proficiency and readiness rates along with the 2025 targets – agreed upon by community leaders in 2016 – is no longer enough. It has become clear that insufficient attention to equity is the central issue impeding educational attainment. This report first identifies how inequity shows itself across the continuum (pages 5-11), then transitions to actions and disruptions that are needed to cause public education to support the success of every child from birth (pages 12-13). Systems change is hard, takes time and requires that all of us think and act differently with respect to equity for children.
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