ANNUAL REPORT 2009 Empowering Students to Achieve from the PRESIDENT and CHAIRMAN Elaine Wynn Chairman National Board Daniel J

ANNUAL REPORT 2009 Empowering Students to Achieve FROM THE PRESIDENT AND CHAIRMAN Elaine Wynn Chairman National Board Daniel J. Cardinali Daniel J. National President

2009 was quite a year. traction with a much larger audience. the Total Quality System enhances the simple but powerful premise that one Worldwide, fi nancial markets Education took its rightful place at the our ability to serve more students and person can make a diff erence in the lives teetered on the brink of collapse, forefront of public policy and became the produce greater results. of others. topic of presidential debates, magazine At the national offi ce, we had another We all want the same things — a better and even the most stable global covers and documentaries. After all, an successful year with the support of a life for our children and to be able to take businesses felt the impact of a educated, engaged population makes for diverse group of partners, which makes care of our families. President Obama, major economic downturn. Here a more prosperous and thriving society. all the diff erence during tough economic in his address to public school children, in the United States, banks and brokerage With the stage set, Communities In times. We are pleased to report that we declared, “Don’t expect to drop out of fi rms were collapsing, foreclosures were Schools sprang into accelerated action. actually received the largest grant in school and drop into a good job.” That is soaring, jobless rates were at their highest The new federal administration, like the history of the organization in 2009, a sobering message. He also encouraged in decades and many major retailers were its predecessor, shares our commitment which was one of the toughest years for students to work hard and become the shutting their doors for good. to improving public education by provid- fundraising in decades. Communities In authors of their own lives. The students And, even during this country’s darkest ing the best possible opportunities to all Schools was also recognized last year for who are Communities In Schools’ success days, there was something phenomenal students, regardless of income, ethnicity its sound business practices and fi nancial stories are doing just that every day, happening. Americans were refusing or class. Because Communities In Schools transparency, earning the Better Business rising from some of the most diffi cult to give up. Young people found their serves the most vulnerable students, we Bureau’s Wise Giving Alliance National circumstances with fi erce determination voices and rose to the challenge of a new eff ectively mobilized our grassroots net- Charity Seal and a high rating from to follow their dreams. generation. They became more engaged work to support this agenda. Charity Navigator — two highly coveted We are among their greatest in the political process — and regardless of While educating lawmakers about the external endorsements. champions, and independent research their beliefs, were united in their demand benefi ts of the Communities In Schools Among other milestones we celebrated shows that we make a diff erence in for something new. Slowly, America began Model, we were also holding ourselves to in 2009 was fi rst lady Michelle Obama’s our partner schools. On behalf of the to invest in itself again, and we emerged a higher standard of operations. During visit to Ferebee-Hope Elementary, a national offi ce, we give thanks to the with an even clearer focus on what really fi scal year 2009, our state offi ces and local Communities In Schools of the Nation’s entire Communities In Schools family, matters most — our children and our affi liates embraced and began the process Capital partner school. And we were our partners, supporters and the inspiring communities. It was an exciting and of adopting the Total Quality System, delighted when our founder and vice young people who are the reason we exist. hopeful year for Communities In Schools a set of organizational and business chairman Bill Milliken was presented in many respects. standards, policies and procedures with a 2009 National Jeff erson Award for We’ve always known that education for implementing the Communities In public service, for his nearly 50 years of and prosperity are inextricably linked. Schools Model in the most eff ective way. work helping young people graduate and And, last year, that notion seemed to gain By ensuring a consistent business model, prepare for life. The award is based on Elaine Wynn Daniel J. Cardinali

| COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT MISSION STATEMENT Empowering students to stay in school, learn and prepare for life.

Communities In Schools is the nation’s leading organization We are guided by the “Five Basics” dedicated to helping students Developed by our founder, Bill Milliken, the Five Basics are a set of essentials that every child needs and deserves. achieve in school and in life. We work within the public school system 1. A one-on-one relationship with a caring adult to address underlying factors that hamper Nearly 90 percent of Communities In Schools affiliates connect student success. students with mentors, providing them with positive role models What sets Communities In Schools who offer encouragement and academic support. apart from other organizations is our 2. A safe place to learn and grow model of providing a comprehensive range Whether through after-school programs or nontraditional school of community services. And we do this at models, Communities In Schools is dedicated to ensuring that all very little cost. Communities In Schools students have a safe, appropriate environment in which to learn and positions a dedicated staff member — a achieve their potential. school-based coordinator — inside partner 3. A healthy start and a healthy future

schools. In this pivotal role, the coordinator FIVE BASICS We provide access to basic health and dental care for thousands of works with school staff to identify students students who might otherwise go without. at risk of not graduating. He or she also 4. A marketable skill to use upon graduation assesses school and student needs and Our affiliates work with students on career development and establishes relationships with local readiness, and create pathways for students to access post- business partners, social service agencies, secondary education. and parent and volunteer organizations 5. A chance to give back to peers and community to provide resources students need. Communities In Schools works with students to develop their Independent research shows that the Communities In Schools Model works, as leadership skills and strengthen their involvement in community you’ll see within the pages of this report. service and service-learning initiatives.

The Communities In Schools national network is a federation of independent 501(c)(3) organizations in 26 states and the District of Columbia, anchored by the national offi ce in Northern Virginia, and coordinated, supported and expanded through the leadership of 14 state offi ces. State offi ces provide operational, technical and ﬁ nancial support to their local affi liates which directly serve students. While the majority of the nearly 200 operational local affi liates are in states with Communities In Schools state offi ces, there are also local affi liates in states without a state offi ce. © 22006006 GGREGREG SCHALERSCHALER COVER PHOTO: © 2009 JASON MICCOLO JOHNSON

COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT | 1 WHY COMMUNITIES IN SCHOOLS?

More than a million of the At Communities In Schools, we Over the course of a lifetime, a high If high schools and colleges raise the students who enter 9th grade believe helping young people achieve in school dropout earns, on average, graduation rates of black, Latino and school and graduate isn’t merely a nice- about $260,000 less than a high Native American students to the levels each year fail to graduate on to-have, “pie in the sky” goal, but the school graduate. of white students by 2020, the potential time. The alarm has sounded critical social justice issue of our time. Dropouts from the class of 2008 alone increase in personal income would in American public education. Dropouts signiﬁ cantly diminish their will cost the nation more than $319 add more than $310 billion to the U.S. Every nine seconds, a young person drops chances of securing a good job and, with billion in lost wages over the course economy. out of school. What’s more, it is estimated it, a promising future. And the cumulative of their lifetimes. Increasing the graduation rate and that black and Latino students are two costs to society are staggering. Compared If the country’s likely dropouts from college matriculation of male students to three years of learning behind white with high school graduates, dropouts are the class of 2006 had graduated, in the United States by just 5 percent students of the same age. This racial gap more likely to live in poverty, suff er poor the nation could have saved more could lead to combined savings and exists regardless of how it is measured, health, be dependent on social services or than $17 billion in Medicaid and revenue of almost $8 billion each year including both test scores and graduation enter the criminal justice system. expenditures for uninsured health by reducing crime-related costs. rates, especially at the 4th- and 8th- Consider these estimates that put the care over the course of those young grade levels. dropout epidemic in perspective: people’s lifetimes.

2 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT

© IIMAGEZSMAGEZS OOFF USUS While there is no single reason why graduation coaches and other personnel, records, 80 percent are located in 15 students drop out, research indicates and forge community partnerships that states. Communities In Schools is active that diffi cult transitions to high school, help remove barriers to learning. We are in all but one of these states. Students academic defi ciencies and long-term the country’s leading dropout prevention served by the organization are ethnically disengagement that can begin in early organization and the only one with diverse, and many live in economically childhood are common risk factors. measurable proof that its eff orts both boost disadvantaged communities; 91 percent Students whose academic, social service graduation and decrease dropout rates. of our students qualify for free or reduced- and basic life needs are not met often Additionally, Communities In Schools price lunch, which is based on (though not succumb, even though they may be bright believes that all students can and should equivalent to) federal poverty guidelines. and capable of achieving in school. go on to higher education if they choose, By making an early investment in For more than 30 years, Communities and we work to create a pathway to make students who are identifi ed as potential In Schools has been helping students that happen. dropouts, Communities In Schools accomplish their goals. We believe that all Communities In Schools focuses on increases the likelihood that these students can succeed in school if given the lowest performing schools and the young people will make positive life the opportunity, support and resources. students most vulnerable to dropping choices, succeed academically and fi nish We work inside the school system with out. Of the nation’s high schools with school prepared to become productive superintendents, teachers, principals, the most dropouts and lowest promotion members of society.

REFERENCES Projecting the Economic Beneﬁ ts of Editorial Projects in Education Research Center. Diplomas Count: An Essential Guide to Reducing High School Dropout Rates in Retrieved October 2008 from www.edweek.org/rc. Graduation Policy and Rates, Education America’s Forty-ﬁ ve Largest Metropolitan Week, June 22, 2006. Bureau of Labor Statistics (2007). Areas, Alliance for Excellent Education, The Employment Situation: May 2007. The Silent Epidemic, Perspectives of High September 2009. Washington, D.C.: U.S. Government School Dropouts, John M. Bridgeland, John High School Dropouts in America, Alliance Printing Offi ce. Retrieved June 2007 from J. Dilulio, Jr., Karen Burke Morison, March for Excellent Education, Fact Sheet, Updated www.bls.gov. 2006. February 2009. Who’s Counted? Who’s Counting? Understanding High School Graduation Rates, Alliance for The Economic Impact of the Achievement Excellent Education, June 2006. Gap in America’s Schools, McKinsey & Company, Social Sector Offi ce, April 2009.

COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT | 3 CHARTING A COURSE FOR SUCCESS Our strategic plan provides direction, ensures accountability

The work of Communities In Schools provide better, more coordinated support business and serving students that The evaluation, conducted by ICF is guided by a strategic plan that was to the fi eld. defi nes what it means to be a successful International, is designed to meet the originally adopted by the national board of The national offi ce also supported Communities In Schools affi liate. highest level of research rigor and, at its directors in 2004 and last revisited in 2008. three state offi ces as they each opened In 2009, the National Network Team conclusion, will yield results that meet In 2009, the six key drivers of this plan a new Performance Learning Center® worked closely with the fi rst four affi liates the “gold standard” of scientifi cally based remained: which is a rigorous, nontraditional high to undergo TQS accreditation reviews: the evidence established by the Department of school. (See story on page 9.) In 2009, new Midlands, S.C.; Richmond, Va.; Tacoma, Education. Concentrate network eff orts on Performance Learning Centers opened Wash.; and Clay County, N.C. In addition School-level results confi rm the their doors in Newark, N.J., Philadelphia, to these four pilots, 40 other Communities success of our model at reducing dropout building highly functioning state and Richmond, Va. In Schools affi liates were selected as “early rates and increasing graduation rates, structures as the best possible The national offi ce helped several state adopters.” These 44 affi liates are the fi rst demonstrating that the Communities In method of strengthening and offi ces and local affi liates build stronger group to be reviewed for accreditation, Schools Model: expanding local initiatives. boards of directors, which will in turn which will take place during fi scal year Is one of a very few in the country help strengthen their overall operations. 2010. During 2009, the National Network proven to keep students in school and The Communities In Schools national Unfortunately, economic conditions in Team spent a signifi cant amount of time the only one to document graduation offi ce provided direct cash support of 2009 caused a few of our offi ces to close. training and providing onsite support rate outcomes. These outcomes nearly $3.5 million, along with human However, the national offi ce was able to for the early adopters. Of the $4.4 million demonstrate that the Communities In resources support, fundraising assistance invest millions of dollars into our network invested in the network, $1.5 million in Schools Model increases graduation and training and technical assistance of affi liates, helping many of them weather funding was invested in the early adopters rates. to state offi ces. State offi ces, in turn, the fi nancial storm. to help them prepare for accreditation. Results in a higher percentage of focused their energy on supporting their students reaching profi ciency in 4th- local affi liates and delivering measurable th Support network to meet Develop research-based best and 8 -grade reading and math. results. Communities In Schools also Correlates with positive school-level Total Quality System (TQS) practices and continuously provided direct cash support of $900,000 results (dropout and graduation rates, to local affi liates requirements, thereby serving improve. achievement, etc.). In 2009, Communities In Schools more students at each site more In 2009, Communities In Schools entered combined two departments so that our eff ectively. the fi nal year of a fi ve-year, third-party Increase eff orts at brand- fi eld support, evaluation work and training evaluation of its work. The evaluation eff orts are aligned. This eff ort resulted With the goal of creating uniform quality building and internal measures the school- and student-level in formation of the National Network and improved results across the network, communications. impact of the Communities In Schools Team, which is led by a new executive Communities In Schools launched its Model, as well as the contributions of the During 2009, Communities In Schools vice president. The new organizational Total Quality System (TQS) in 2008. national, state and local Communities In continued its One Voice initiative, structure helps the national offi ce TQS establishes a common way of doing Schools offi ces in creating this impact. launched the previous fi scal year, to

4 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT ensure consistent messaging throughout national offi ce received several major gifts, Promote and support the the organization. The national offi ce including a grant from the Robertson Communities In Schools conducted third-party research on its Foundation for growth capital, the largest brand awareness and visibility, and worked grant in the history of the organization. We “movement” while building a hand-in-hand with state offi ces and also received our fi rst grant from the W.K. more cohesive network. local affi liates to strategically align core Kellogg Foundation for race equity work. Communities In Schools has grown from language and develop a new logo for a Our collaborative relationship with City a single “street academy” to a nationwide major rebrand launch to take place in 2010. Year and Talent Development, a Johns organization of independent affi liates High-profi le news stories increased Hopkins University initiative, yielded the that currently serve more than 1.3 million visibility for the organization and fi rst multi-million-dollar grant from the young people and their families each year. positioned Communities In Schools as PepsiCo Foundation. We also received our With one-third of high school students an eff ective model for boosting student fi rst endowment gift from Elaine Wynn, failing to graduate on time, we must not achievement and graduation rates. In 2009, our board chairman. only sustain, but accelerate, this movement Communities In Schools was covered Major strides were made toward that began more than 30 years ago. by news organizations that include the engaging state and local Communities In 2009, the fi rst class of Fellows in Associated Press, American Educator, In Schools organizations on the topic of the Communities In Schools Robert H.B. USA Weekend and Essence. Communities fundraising. The national offi ce hosted Baldwin Fellows Program completed their In Schools also received coverage in several conference calls and webinars, and project reports. The Fellows Program, hundreds of online news sites, including provided direct technical assistance that named for the organization’s founding reuters.com, forbes.com and abc.com. connected the national offi ce and local board chairman, is intended to create The organization continued to run Communities In Schools organizations a cadre of new leaders to carry on the ads from its Choose Success national during a time of economic uncertainty. mission. In 2006, the fi rst group of Fellows public awareness campaign, which has This mutual engagement provided was selected; they conducted work projects generated more than $30 million since a strong undercurrent of renewed aimed at benefi ting and creating eff ective its inception in 2005. During fi scal year collaboration and connection throughout future leadership for the organization, 2009, donated advertisement placements the year. and completed fi nal project reports in totaled $578,000. To off set fi nancial challenges faced 2009. The input and experiences of this by state offi ces and local affi liates in a inaugural class of Fellows is invaluable struggling economy, the National Network Signifi cantly increase fi nancial to the Communities In Schools network. Team partnered with the Resource support of the Communities In The Fellows reports will be available on Development Team and the Government www.communitiesinschools.org/fellows. Schools national network. Relations Team to help position state Recruitment for the second class of Fellows offi ces and local affi liates to compete Fundraising proved to be both challenging began at the end of fi scal year 2009. © 22006006 GGREGREG SCHALERSCHALER and rewarding over the course of the for economic stimulus funding from the fi scal year. The Communities In Schools federal government.

COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT | 5 © 22009009 JJASONASON MMICCOLOICCOLO JJOHNSONOHNSON

INFLUENCING PUBLIC POLICY TO ADVANCE LEGISLATIVE PRIORITIES Advocacy strengthens network, builds capacity to serve more students

Communities In Schools’ public Throughout 2009, our Government this bill creates the mechanisms and February 2009. Federal stimulus funding policy initiatives are based on the Relations Team continued to expand funding streams to support our work awarded to Communities In Schools local Communities In Schools’ policy presence of coordinating and providing student affi liates is being used to add school-based idea that any eff orts to reform in Washington, D.C., and advance the services in public schools. coordinators and other key personnel public education and improve organization’s legislative priorities In 2009, we also addressed grant in partner schools, as well as to expand student achievement work through our work with Congress. We opportunities being developed at the initiatives that boost student achievement. remained focused on the core priorities Department of Education as part of the better when the Communities In By the end of the ﬁ scal year, 16 of the Keeping Parents and Communities American Recovery and Reinvestment Schools Model is used. With data Engaged (Keeping PACE) Act and Act. We supported state and local Communities In Schools state to prove its eff ectiveness, Communities reauthorization of the No Child Left Communities In Schools organizations offi ces and local affi liates had In Schools has attracted the interest of Behind Act. The Keeping PACE Act and helped them pursue funding available educators, business and community was introduced in both the U.S. Senate through the economic stimulus package received at least $3,743,209 in leaders, and legislators. and the U.S. House of Representatives; signed into law by President Obama in stimulus funds.

6 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT First lady Michelle Obama visited students at Ferebee-Hope Elementary, a Communities In Schools of

the Nation’s Capital partner school. During a brieﬁ ng there with Communities In Schools’ national board members and staff , she asked “What would you like me to tell the President?” and then listened intently to brief

presentations about the organization’s results in boosting graduation rates and student achievement.

COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT | 7 As the 2008 presidential out of school — as well as to infl uential supporters who use this technology. By the campaign demonstrated, end of September 2009, the organization traditional forms of had established a presence on Facebook, communication are no longer YouTube, Twitter and Causecast, with a enough. Blogs, social networking growing number of followers. Likewise, to advance its public policy sites and other forms of new work, Communities In Schools created and media have forever changed mobilized a growing national grassroots the way we communicate. network to eff ectively advocate on behalf of the organization and ensure that our In 2009, Communities In Schools services are included as part of federal and continued to expand its base of friends state education legislation. Our grassroots and connect those who share a passion eff orts are most successful around for education and issues aff ecting youth. specifi c issues, including the economic Young people are often at the forefront stimulus legislation and support of key of social change, and the vast popularity legislation. By the end of fi scal year 2009, of social networking sites allows Communities in Schools had recruited Communities In Schools to harness that more than 1,000 volunteers with whom enthusiasm and reach out to the very we regularly communicate through e-mail age group most in danger of dropping blasts and other targeted notices.

CREATING AWARENESS AND SUPPORT THROUGH SOCIAL NETWORKING Communities In Schools acquires “fans” and mobilizes grassroots base

Communities In Schools took to the streets of New York City when

ﬁ rst lady Michelle Obama’s visit to a D.C. partner school was

broadcast on the 7,400-square-foot Reuters sign in Times Square. 8 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT

PPRR NEWSWIRENEWSWIRE PROVIDING INNOVATIVE EDUCATION SOLUTIONSS

We meet students “where they are” and remove barriers to their success

At Communities In Schools, we 21 applicants to receive scholarships of Talent Development provides three-year, multi-million-dollar grant in the understand that not all students up to $10,000 beginning in fall 2009 and comprehensive school improvement program. For more information on the renewable for up to four years. through evidence-based curriculum and Diplomas Now Model and Communities thrive in a traditional learning Also in 2009, Communities In instruction, school organization and In Schools college access initiatives, please environment. That’s why we Schools partnered with City Year and extensive professional development. visit www.diplomasnow.org and pioneered rigorous, college preparatory, Talent Development at Johns Hopkins PepsiCo Foundation is the founding www.communitiesinschools.org. nontraditional high schools — called University in a research-based, school funding partner, and has invested a Performance Learning Centers (PLCs) — turnaround and dropout prevention for students who need more one-on-one initiative called Diplomas Now. First time with educators or who desire a self- launched at Feltonville Middle School paced, usually accelerated, curriculum in Philadelphia, Diplomas Now has to complete their education. Initially since expanded to two other schools in developed by Communities In Schools Philadelphia, as well as to schools in of Georgia, PLCs have been replicated in Chicago, Los Angeles, New Orleans and New Jersey, North Carolina, Pennsylvania, San Antonio. Each partner organization Virginia and Washington state. For more provides a “piece” of the solution: information, see the Performance Learning City Year brings diverse teams of young Centers Report on Progress on our leaders in full-time service to schools website, www.communitiesinschools.org as “near peers” who focus on improving under Media Room/Publications. students’ attendance, behavior and Since many PLC students are motivated coursework, and support overall to attend college but may not have the student success. ﬁ nancial means to do so, Communities Communities In Schools provides a In Schools, through a major grant from school-based coordinator who connects the Walmart Foundation, established students who are at greatest need the Walmart Foundation Communities with community resources including In Schools Scholars Program to help mentors, tutors, health care and after- eligible PLC students realize their dreams school programs so their unmet needs Melinda Gates talks with Hector of graduating from high school and Hernandez about his experience at the are addressed and they can focus on continuing their education. In 2009, ﬁ ve Durham Performance Learning Center. PPHOTOHOTO COURTESYCOURTESY OOFF TTHEHE BBILLILL & MMELINDAELINDA GATESGATES FOUNDATIONFOUNDATION learning. PLC students were chosen from a pool of

COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT | 9 State Offi ce Proﬁ le COMMUNITIES IN SCHOOLS OF GEORGIA

Neil Shorthouse has dedicated This objective is accomplished by his life to improving educational working with partners across the state in the governor’s offi ce; the legislature; the

opportunities for children. Georgia Department of Education; the Shorthouse has been the president of state technical college system and the Communities In Schools of Georgia for Georgia Mentoring Partnership, which is more than 30 years — and the organization a coalition of public, private, nonprofi t and has grown from one man’s passion to a faith-based organizations. Increasingly, the staff of 35 who support a multi-million- state offi ce also works with the governor’s dollar enterprise serving 173,000 students Offi ce of Workforce Development to help across the state. create innovative strategies that enable During the 2008–2009 school year, students to succeed in school and beyond. Communities In Schools affi liates in NEIL WITH STUDENT ACHIEVEMENT MONTH WINNERS Shorthouse, one of three co-founders of Georgia provided widely accessible Communities In Schools, knows a thing or services to 163,813 students, and targeted two about innovation and taking things to and sustained services to 28,911 students the next level. He, along with Dave Lewis in 236 elementary schools, 109 middle and Bill Milliken, helped create and nurture schools, 113 high schools, 27 nontraditional the Street Academy movement, which was schools and 70 community-based sites. The PPHOTOHOTO BYBY REBEKAHREBEKAH CCARSONARSON the precursor to Communities In Schools. organization worked with 2,005 community Neil Shorthouse, Communities In Schools of Georgia state This initiative reached out to young people partners and more than 10,000 volunteers, director, with the 2009 Student Achievement Month winners. who had already dropped out of school and interns and mentors. Volunteers included The annual statewide competition recognizes student helped them earn their GEDs. Over time, board members, who dedicated 221,478 achievement in four categories: computer technology, the large number of dropouts became too creative expression, public speaking and written expression. hours of their time to the Communities In much for any small academy to handle. So Schools mission in Georgia. the founders of Communities In Schools Shorthouse is clear about the objective (formerly Cities In Schools) decided to of the state offi ce that he leads: “We are move inside the public school system. here to have a material eff ect on increasing Following its 1977 launch in two Atlanta the graduation rate and reducing the public schools, the fl edgling organization number of students who are failing and gained momentum as President Jimmy dropping out of school in Georgia.” 10 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT Carter — who had become interested in An emphasis on parent/family form or another in most states, Shorthouse Communities In Schools during his term engagement that includes a strong sees the “transition” model as one that can as Georgia governor — identifi ed funding relationship with the Georgia PTA eventually be replicated in other states. He for the organization to expand. Thus, the and the support of Parent Information also said that plans are underway to launch Communities In Schools “movement” Resource Centers. Life and Learning Academies, which are was born. A customer service approach to serving middle school versions of PLCs. The aim is Today, the Georgia state Today, the Georgia state offi ce is the students and school systems through to identify students who are “off -track” and largest in the Communities In Schools graduation coaches, various coalitions address risk factors earlier in their lives so offi ce is the largest in the national network, supporting 43 local like the Georgia Mentoring Partnership, they may be able to bypass the PLCs. affi liates across the state. It continues and the deployment of AmeriCorps All of these eff orts are paying off . Communities In Schools to seek creative solutions to solving the and VISTA volunteers, among other Communities In Schools of Georgia has state’s dropout crisis with new educational initiatives. identifi ed the following positive results for national network, supporting models, new ideas and new funding Creation and support of alternative students who were monitored by the state 43 local affi liates across the streams to support its work. Georgia paths to high school graduation, offi ce during the 2008–2009 school year: launched the fi rst Communities In Schools including the Performance Learning Graduation Seventy-nine percent of state. It continues to seek Performance Learning Center (PLC) Centers. Several of the PLCs are linked 702 eligible seniors graduated. during the 2002–2003 school year with a to career academies, where students Promotion Eighty-nine percent of the creative solutions to solving pilot grant from the Joseph B. Whitehead can learn real-world job skills and 7,026 elementary and middle school Foundation. PLCs are rigorous, college gain work experience while still in students monitored for promotion risk the state’s dropout crisis with preparatory, self-paced high schools school. The career academies are, in were promoted to the next grade. tailored to meet the needs of students who turn, linked up with Georgia technical Academics Seventy-one percent of new educational models, new are not succeeding in traditional schools. colleges. 4,803 students monitored for academic With a grant from the Bill & Melinda Gates “We’re forming partnerships with these achievement showed improvement. ideas and new funding streams Foundation, Communities In Schools of groups and thinking in terms of a seamless Attendance Seventy-four percent Georgia was able to expand PLCs across system — or system of transition — that of 2,220 students monitored for to support its work. the state. Because of their huge success enables students to move from potentially attendance showed improvement. there, the PLCs have been replicated in dropping out to success in high school, Behavior Seventy-two percent of other states. A three-year, multi-million- to a wide range of courses in the career 1,443 students monitored for discipline dollar grant from the Bill & Melinda Gates academies, then graduation, and either problems had fewer incidents of Foundation to the Communities In Schools technical college or a four-year college,” discipline. national offi ce in 2007 provided for PLC said Shorthouse. expansion in North Carolina, Pennsylvania, Because the alternative-path initiatives Virginia and Washington State. require partnerships and working Shorthouse attributes the success of the agreements with other entities in the state, Georgia state offi ce to a number of factors, and because these entities exist in one including:

COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT | 11 Local Affi liate Proﬁ le COMMUNITIES IN SCHOOLS OF CORPUS CHRISTI

As the saying goes, everything is big in Texas. And, Communities In Schools of Corpus Christi is certainly no exception. The local affi liate grew from serving just three schools in 1986 to being the powerhouse it is today. With 70 case managers who identify, coordinate and provide school- based services in 40 education sites, thousands of students are receiving the support they need to achieve in school. Communities In Schools of Corpus Christi, one of 28 affi liates in Texas, works with K-12 students in and around Corpus Christi through partnerships with 10 independent school districts in Aransas, Brooks, Jim Wells, Kleberg, Nueces and San Patricio counties. During the 2008–2009 school year, the Communities In Schools affi liate provided widely accessible services to more than 24,000 students, and targeted and sustained services to nearly 2,100 students in nine elementary schools, 11 middle schools, 11 high schools and one nontraditional school. The organization worked with 76 community partners; 91 volunteers, interns and mentors dedicated 26,346 hours of time to the Communities Brenda Salinas, senior case manager for Communities In Schools mission. In Schools of Corpus Christi, counsels ﬁ fth grader Robert Villarreal in her offi ce at George Evans Elementary School. © 2009 J. MICHAEL SHORT PHOTOGRAPHY, INC.

12 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT Veronica Trevino, executive director Parental and Family Involvement any community we go into,” said Trevino. risk for not graduating. “Most everything of Communities In Schools of Corpus Services include home visits, phone She noted that the model positions falls into these categories,” Trevino said. Christi since 1993, has been with the local calls, parent meetings, parent night, Communities In Schools as an “integration There is little doubt that Communities In affi liate from the start — fi rst as a case father-and-son night, mother-and- expert” that can help students arrive at Schools of Corpus Christi has had great manager, then a project coordinator, and daughter tea, parent training and the school door ready to take part in their results on all three counts. For the 2008– now the executive director. support groups. education — particularly important now 2009 school year: “One of the unique things about our Career Awareness and Employment because of the economic recession and Eighty-four percent of 1,873 students affi liates in Texas — Corpus Christi being Services include career fairs, job increased needs that come with it. identifi ed for academic interventions one of them — is that we have a model postings and referrals, job shadowing The local affi liate focuses on signifi cantly improved their academic that appeals to all of our partners,” said and résumé assistance. family engagement and establishing performance. Trevino. “When we go out to school Enrichment relationships with parents on their home Ninety percent of 754 students districts, to the community, to parents Services include life skills, diversity turf. “When families know they can identifi ed as having attendance and everyone we come in contact with, and motivational activities, after-school trust you, they really trust you,” Trevino concerns signifi cantly improved their the model is a selling point.” clubs and fi eld trips. emphasized. “We don’t try to guess — we attendance. In Corpus Christi and other locations Educational Enhancement ask parents what the needs are…I think Nearly 80 percent of 1,192 students throughout Texas, the Communities Services include tutoring, science that really makes a diff erence for our identifi ed as having discipline issues In Schools Model of providing holistic activities, college awareness, fi nancial organization. The model fi ts the family, had signifi cantly fewer behavior interventions to help students achieve aid information, essay contests and the student…whatever their needs.” incidents. has been “formalized” into six broad pen pals. Trevino said including the business “We have so many success stories,” components: community has also helped them All Communities In Schools affi liates Trevino said. At end-of-year graduation be successful — whether through Supportive Guidance and Counseling in Texas have a special relationship with parties, students are allowed to take the volunteering, serving on the board, Services include groups dedicated to the state board of education, the Texas microphone and share their stories with networking with local colleges, public anger management, confl ict resolution Education Agency. Through a mix of the audience. “A lot of those kids will presentations or other activities. and self esteem; character-building fi nancial support, capacity building and get up and say ‘I couldn’t have crossed Communities In Schools of Corpus skills; peer mediation and anti-bullying technical assistance from the agency, the stage to receive my diploma,’ ‘I Christi uses three main benchmarks to information. Communities In Schools is integrated into couldn’t have passed my TAKS test,’ ‘I gauge the eff ectiveness of its eff orts: Health and Human Services the fi ber of public education in Texas. wouldn’t have had the courage to come academic performance, attendance and Services include agency referrals, “When we present the model to school to school every day’ if it were not for my behavior. Research on early indicators health fairs and violence prevention districts and school boards, we show them Communities In Schools case manager.” initiatives, among others. a very broad picture, but at the same time for dropout show that problems in any of let them know the model will adapt to these three areas put students at higher

COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT | 13 Brandon Warren A STUDENT SUCCESS STORY

Now a freshman at Florida A&M, 18-year-old Brandon Warren has always been a go-getter: eager, hardworking and ready for the next challenge, the next open door – knowing he had a strong foundation in his mother and family, and the teachers and staff at his school.

You may wonder what Communities In Resource Center, which he learned and big sisters to me. I could always go to It is this mix of academic and life skills Schools can do for a young man like about through Communities In Schools them and talk about whatever was on my that makes Communities In Schools a Brandon, who graduated in May 2009 Graduation Coach Tynika Young. Funded mind.” Green still stays in touch, he said, critical ally for students like Brandon. from Ballou Senior High School in by the World Bank, the centers, which are through phone calls and mail. He was Communities In Schools staff was also Washington, D.C. currently in place at four Communities delighted to open his mailbox one day to there to help him prepare for life after Brandon is a young man on a mission. In Schools partner schools in the District fi nd a care package she had sent. high school through guidance on how to He wants to be the fi rst in his family of Columbia, off er students who may be As a graduation coach, Young helped write cover letters and thank-you notes, to earn a college degree. For many the fi rst in their families to go to college a Ballou students make it to graduation, and exposing him to social situations like bright, talented students like Brandon, central place for guidance and support as much as Communities In Schools school- inviting him to a reception where he met the road to college access might seem they apply to colleges and choose which based coordinators do, providing a mix of Communities In Schools Founder and unattainable. Communities In Schools they will accept. Staff ed by an intern academic support, guidance counseling, Vice Chairman Bill Milliken, and also to is committed to making sure college is a from Howard University and equipped and information and resources. a Washington Mystics basketball game. viable option for students like him. When with computers, the Ballou center allows Green says that she isn’t able to get “Meeting Mr. Milliken was a big deal he arrived at Communities In Schools’ students to research colleges and access to know every Communities In Schools to me. I thought I wouldn’t get to meet door, we said “Welcome to the rest of your the Communities In Schools Charting student in Washington, D.C., the way she him, but when I did, he was so down to life. How can we help?” for Success curriculum, a college got to know Brandon, but she’s grateful earth and cool. He gave off a vibe.” Even “Communities In Schools of the readiness program. for the chance when she gets it. “Brandon more important to Brandon was that he Nation’s Capital was very welcoming,” In fact, while Brandon was not a student is a great ambassador for Ballou. He could tell Milliken “wasn’t in this for the he said. “They helped me with anything at risk of dropping out, he did need help is articulate and motivated and takes money but to help people.” I needed help with, from the portfolio I navigating the college admissions process initiative. He’s assertive, respectful Brandon hopes he will one day be in had to create for college admissions to and reaching his full potential. and optimistic.” Brandon represents a position to off er the same helping hand cover letters, thank-you notes, admissions Communities In Schools also off ered what Communities In Schools wants all that Milliken has off ered to so many young interviews, standardized tests and more intangible support through staff students to be — young people with bright people through Communities In Schools. obtaining transcripts. Communities In like Young and Tobeka Green, CEO, futures ahead of them, she said. She was “I want to fi nd a job that will enable me Schools helped me with all of that.” Communities In Schools of the Nation’s thrilled when she learned that Brandon to bolster the economy. I hope one day He took full advantage of the Capital, who mentored Brandon. “Ms. chose to attend Florida A&M, which to be CEO or president of a Fortune 500 Communities In Schools Student Young and Ms. Green are like mothers happens to be her alma mater. company and then start my own company.”

14 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT “They helped me with anything I needed help with, from the portfolio I had to create for college admissions to cover letters, thank-you notes, admissions interviews, standardized tests and obtaining transcripts.”

While he dreams big dreams, he knows he will start out at entry level. “When I graduate, I’m going to look for a job with an investment or ﬁ nancial company.” After applying to about 15 schools and being accepted at all of them, Brandon turned down some full scholarships to go to Florida A&M because he appreciated the school’s business program. Born and raised in the nation’s capital, Brandon has been lucky to have a good role model to whom he’s turned since he can remember: his mother, Staci Council. “She’s employed at a pharmaceutical Brandon Warren on the campus company and has always worked hard of Florida A&M University. to give us what we need.” “We” includes The college readiness and life skills resources Brandon Brandon, his brother Granison and his took advantage of through sisters, Brittany and Julian. Communities In Schools of the College is exactly where Brandon Nation’s Capital while in high wants to be. “The best thing so far is that school helped him achieve his goal of being the ﬁ rst member of I am surrounded by people who are like his family to attend college. me. They don’t want to be sitting at home in their old neighborhoods. They are here to work hard and get a degree. That’s me.”

COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT | 15 FINANCIAL ACCOUNTABILITY TO OUR STAKEHOLDERS Extract from Financial Statements Year ended September 30, 2009^ SUPPORT AND REVENUE Despite troubling economic times, the recognized in 2009 by the Better Business Communities In Schools national offi ce Bureau’s Wise Giving Alliance, for Other Revenue Grants – $38,850 saw a year of fi nancial stability during meeting the highest standards of nonprofi t Governmental 2009, marked by continued support from Agencies business practices. The Better Business Investment Income $1,000,116 several major foundations, corporations Bureau Wise Giving Alliance, formed $68,947 and individuals – and the largest grant by the merger of the National Charities award in the organization’s history. Information Bureau and Council of Better Individuals/Family Communities In Schools also cultivated Business Bureaus’ Foundation, has a Foundations relationships with several new partners. rigorous evaluation process. The Charity $3,807,571 The national offi ce generated $16.9 Seal on our website and our publications million in revenue and $12.7 million of means that Communities In Schools has Foundations* expenses. The largest single expense met all 20 of the Wise Giving Alliance’s $10,454,319 was its $4.4 million investment into the standards for charity accountability. Communities In Schools network. The organization continues to Corporations** Sustained fi nancial resources, produce and document results that $1,492,057 measurable results and a clear focus have established its strong reputation on the organization’s strategic drivers as a leader in both student achievement have earned Communities In Schools and dropout prevention. As a result, the EXPENSES distinctions for its sound operations. national offi ce is able to off er Communities Communities In Schools received a high In Schools state offi ces and local affi liates Fundraising Advocacy rating from Charity Navigator, which training and resource development $1,336,168 evaluates nearly 5,000 nonprofi ts annually. support — ultimately leading to greater $821,455 Public Awareness Communities In Schools was also numbers of students being served. General and Administrative and Communications** $445,991 $1,719,013

Network Operations $8,384,915

16 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT COMMUNITIES IN SCHOOLS, INC. STATEMENT OF ACTIVITIES & CHANGES IN NET ASSETS Year ended September 30, 2009^

SUPPORT & REVENUE Contributions: Foundations* $10,454,319 Corporations** 1,492,057 Individuals/Family Foundations 3,807,571 Grants – Governmental Agencies 1,000,116 COMMUNITIES IN SCHOOLS, INC. Other Revenue 38,850 STATEMENT OF FINANCIAL POSITION Investment Income 68,947 September 30, 2009 Total Support and Revenue 16,861,860 ASSETS EXPENSES Cash and cash equivalents $5,188,083 Cash held for restricted purposes 1,223,424 Program Services: Investments 343,227 Advocacy 821,455 Pledges receivable, net 8,127,658 Public Awareness & Communications** 1,719,013 Government grants receivable 25,126 Network Operations 8,384,915 Other assets 95,618 Total Program Services 10,925,383 Furniture and equipment, net 137,414

Supporting Services: Total assets $15,140,550 General & Administrative 445,991 Fundraising 1,336,168 LIABILITIES AND NET ASSETS Liabilities: Total Supporting Services 1,782,159 Accounts payable and accrued liabilities $821,777 Deferred rent 255,363 Total Expenses 12,707,542 CHANGE IN NET ASSETS 4,154,318 Total liabilities 1,077,140 Net assets, beginning of year 9,909,092 Net assets: Net assets, end of year $14,063,410 Unrestricted 2,002,443 Temporarily restricted 11,060,967 ^ Communities In Schools’ ﬁ scal year 2009 began October 1, 2008 Permanently restricted 1,000,000 and ended September 30, 2009. * Does not include family foundations. Total net assets 14,063,414 ** Includes media donations from 10 key media markets with a cash value of $578,000. Total liabilities and net assets $15,140,550

COMMUNITIESCOCOMMUNITIT ES INN SCHSCHOOLSHOOLS | 20092009 ANANNUALNUAL RREPORTEPORT | 171 COMMUNITIES IN SCHOOLS GETS RESULTS

Communities In Schools believes Approximately 64,000 volunteers it isn’t enough to have good (including board members) contributed more than 3.1 million hours of their intentions. We need to have good time — an estimated dollar value of outcomes. The national offi ce collects nearly $63 million. annual reports from all local affi liates The average annual cost per student and state offi ces to monitor the reach was $164. and penetration of our model across the country. Based on this self-reported data FOR YOUNG PEOPLE… from our affi liates, nearly 80 to 90 percent of students monitored by affi liates Eighty-three percent of monitored show improvement in graduation and eligible seniors graduated from high retention rates, academic achievement, school. promotion to the next grade level, Eighty-eight percent of students attendance and behavior. monitored for promotion risk were Building upon this body of data, the promoted to the next grade. national offi ce embarked on a rigorous, Ninety-seven percent of students third-party evaluation to provide monitored as potential dropouts conclusive evidence that Communities remained in school at the end of the In Schools is having an impact on public 2007–2008 school year. education (see page 4). Our self-reported data shows: Seventy-nine percent of students monitored for academic issues showed FOR COMMUNITIES… improvement in academic achievement. Seventy-six percent of students One hundred ninety-two local monitored for poor attendance affi liates in 26 states and the District improved their attendance. of Columbia served nearly 3,300 education sites. Eighty-six percent of students monitored for behavior problems Nearly 2.1 million students had access showed improvement in behavior. to services through Communities In Schools, and more than 1.3 million Eighty-one percent of students students received direct services. monitored for suspension risk had

18 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT Data excerpted from the 2007–2008 Results from the CIS Network. © JERRY L. EDMONDS/PHOTO EXPRESSIONS

COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT | 19 Communities In Schools is able to build momentum for its work, and ultimately THANKS TO OUR PARTNERS serve more public school students, by engaging partners and donors at the national level. We would like to salute some of the partnerships that helped us develop new opportunities and meet new challenges in 2009.

Thanks to a multi-million-dollar grant from the Walmart Foundation, the Foundation’s Communities In Schools Scholars Program is helping students from our Performance Learning Centers (PLCs) realize their dreams of graduating from high school and continuing their education. In May, ﬁ ve students were selected from a pool of 21 applicants as the inaugural group of scholars; each of them will receive an award of up to $10,000, renewable over four years, to help meet the cost of attending college. Comprehensive support services — including counseling, tutoring and other academic support — will be available through Communities In Schools and the scholars’ colleges. Walmart Foundation Communities In Schools Scholar Imani Lewis, pictured (center) with national board members (left to right) Jillian Manus, Sherrie Rollins Westin and Elaine Wynn and National Leadership Council member Vanessa Reed, spoke at the board of directors meeting in September. PHOTO BY GARY BARRETT Elaine Wynn, Communities In Schools National Board Chairman PHOTO BY BARBARA KRAFT

In 2009, Communities In Schools Board Chairman Elaine Wynn, through the Stephen A. Wynn - Elaine P. Wynn Foundation, made A three-year, multi-million-dollar grant an inaugural gift of $1 million toward the from PepsiCo Foundation is funding a Communities In Schools endowment fund. partnership between City Year, Talent The endowment is intended to create a stream Development at Johns Hopkins University of unrestricted income for national offi ce and Communities In Schools for a research- operations and is part of a larger strategy to based, school turnaround initiative called generate ongoing investments in state and local Diplomas Now (see page 9). First launched in Communities In Schools organizations. one middle school in Philadelphia, Diplomas Now has expanded to two additional schools in Philadelphia as well as schools in Chicago, Los Angeles, New Orleans and San Antonio.

Michael Brown, CEO and co-founder of City Year, and Maxine Wood, chief operating offi cer for site development at Talent Development High School, joined other representatives from City Year, Talent Development, Communities In Schools and PepsiCo Foundation to announce the Diplomas Now partnership at a brieﬁ ng in Washington, D.C. PHOTO BY CLAIRE DUGGAN 20 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT Communities In Schools board member Jim Cox Chambers made a donation of $3 million to the organization to honor his mother, Anne Cox Chambers and her long- time board membership, and also to honor Communities In Schools’ and Founder Bill Milliken’s commitment to young people.

Jim Cox Chambers was one of the Communities In Schools national board of directors members who met with ﬁ rst lady Michelle Obama during her visit to Ferebee-Hope Elementary, a Communities In Schools of the Nation’s Capital partner school.

The Robertson Foundation Communities In Schools provided a $10 million grant was chosen to partner with for growth capital for one-time Procter & Gamble (P&G) and investments in Communities Costco Wholesale in P&G’s In Schools state and local “Live, Learn and Thrive” organizations, as well as for global initiative designed to national offi ce support. The drive awareness of the nation’s largest single grant in the dropout epidemic. As part of history of the organization this cause-related marketing supports the Communities campaign, Communities In In Schools Impact Fund. The Schools worked with P&G on Impact Fund provides one- advertisements and editorial time investments to expand placements that feature P&G’s the reach and impact of the support of Communities In Communities In Schools Schools. Model. This helps ensure that affi liates are implementing the model with ﬁ delity and assists them with deepening their work in schools where the dropout problem is the most

Nina M. Bershadker, program offi cer with the Robertson Foundation, attended an accreditation celebration for the ﬁ rst Communities In Schools affi liates who have adopted the new Total Quality System (TQS). The Robertson Foundation’s grant to the Communities In Schools national offi ce supports investments in state offi ces and local affi liates, including technical support for meeting TQS standards. (l-r: Bill Milliken, An ad that ran in the Costco Connection focused on the dropout crisis and founder and vice chairman, Communities In Schools, Inc.; Nina Bershadker, program highlighted Communities In Schools as a partner. offi cer, Robertson Foundation; Dan Cardinali, president, Communities In Schools, Inc. COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT | 21 CONTRIBUTORS

Communities In Schools gratefully acknowledges the individuals, corporations and foundations whose support, both ﬁ nancial and programmatic, was invaluable during ﬁ scal year 2009.

GIFTS OF $100,000 OR MORE GIFTS OF $25,000 TO $49,999 CORPORATIONS AND FOUNDATIONS Linda and Philip Lader Barton Properties Daniella Landau INDIVIDUALS AND FAMILY FOUNDATIONS INDIVIDUALS AND FAMILY FOUNDATIONS Best Buy Children’s Foundation Maria Allwin Robert H.B. Baldwin through the Geraldine Robert and Rochelle Light Foundation Burger King Corporation Anne Cox Chambers R. Dodge Foundation Betsy McCormack CAA Foundation James Chambers through Moldaw Family Supporting Foundation 2 Andrew Medvedev The Community Foundation for of the Jewish Community Endowment Annie E. Casey Foundation Ron Meyer the National Capital Region Fund Hudson Group Midler Family Foundation Stephen A. Wynn - Elaine P. Wynn John D. and Jane M. Nixon Michael Milken through the Milken Family Foundation John Shaw GIFTS OF $1,000 TO $9,999 Foundation Jason G. and Donna E. Weiss Sean and Jill Milliken INDIVIDUALS AND FAMILY FOUNDATIONS William and Jean Milliken CORPORATIONS AND FOUNDATIONS Daniel H. Adler Scott Mitchell and Daniel Cardinali Capital One Financial Corporation CORPORATIONS AND FOUNDATIONS Shaun and Valerie Alexander John H. Mobley, II COSTCO Wholesale Corporation Integrated Marketing Services Dean S. and Susan R. Allen The Oliver Group LLC ICAP® Joanne and Hank Asbill Michael Parham MetLife Foundation GIFTS OF $10,000 TO $24,999 Burt Bacharach Omidyar Network Jonathan G. and Virginia H. Powers INDIVIDUALS AND FAMILY FOUNDATIONS Robert H.B. Baldwin, Jr. PepsiCo Foundation The Puzio Family Charitable Trust Fund Raymond Chambers through The MCJ Peter R. and Marjory Z. Bankson of the Community Foundation of New Robertson Foundation Amelior Foundation Janice K. Bigelow Jersey W.K. Kellogg Foundation The Charlesmead Foundation, Inc. Veronica and Franklin Biggins Dr. Quentin Regestein The Dozoretz Family Foundation Gerald Breslauer Rich and Susan Rogel FEDERAL GOVERNMENT Robert R. Hopper Fredda Brown Nancy Rubin Corporation for National George and Janet Johnson Michael P. Castine Herbert Simon Family Foundation and Community Service Joyce Klein Jean Cox Society of Women Engineers, Cornell Jillian Manus and Alan E. Salzman Salvatrice DeLuca University GIFTS OF $50,000 TO $99,999 Peter Norton Family Foundation John R. Ettinger The Taber-Beckstead Family Fund Joe Santucci through the Crowe Leslie Fielden of Schwab Charitable Fund INDIVIDUALS AND FAMILY FOUNDATIONS Foundation Lance Freed Nathan Troutman The Herb Alpert Foundation James D. Sinegal Joseph Gigliotti Thomas Vander Ark Moss Foundation Leonard and Lauren Stern Daniel R. and Rhoda J. Glickman Mark and Linda Gale White Sherrie and David Westin Roger Hobby James W. and Kathleen M. Youngren J. Douglas and Ann B. Holladay This list reﬂ ects contributions received through September 30, 2009. Because it would be Thomas and Deanne Hutchison CORPORATIONS AND FOUNDATIONS impossible to list all those who have contributed in various ways to Communities In Schools, this Blanche and George Jones Fund Alpine Electronics Research of America, Inc. list is limited to those who have contributed funds of $1,000 or greater. Every eff ort has been made Robert J. and Susan M. Labriola Fairview Research LLC to ensure the accuracy of the list; we apologize to any of our friends we may have overlooked. SAS Institute, Inc.

22 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT NATIONAL NATIONAL LEADERSHIP COUNCIL BOARD OF The National Leadership Council is a select group of prominent Americans who endorse the vision and goals of Communities In Schools; who make an annual donation to the national offi ce; who are willing to help open doors to other sources of support; DIRECTORS and who at times are asked to off er their guidance and counsel.

CHAIRMAN Jillian Manus Daniel H. Adler Janet H. Brown Joseph Gigliotti Betsy McCormack Thomas Reed Elaine Wynn President Founder and CEO Executive Director Managing Partner Retired WTA Tennis Director, Offi ce of Director, Wynn Resorts Manus & Associates Literary FANISTA Commission on Presidential Halogen Asset Management Professional Communications Business Agency Andre Agassi Debates Steffi Graf Susan McCue Opportunities FOUNDER AND VICE John H. Mobley, II Founder Renee Brown Founder and Chairwoman Federal Communications CHAIRMAN President Commission Senior Partner Andre Agassi Foundation for Chief Basketball Operations Children for Tomorrow Message Inc. William E. Milliken Sutherland Asbill & Brennan, Education and Player Relations Roger W. Hobby Vanessa Reed Communities In Schools, Inc. LLP WNBA William J. McEnroe Trial Attorney Shaun Alexander President Managing Director PRESIDENT John Nixon Founder Stephen Burke Wilmington Trust FSB WTAS, LLC Rick Rieder Executive Director Shaun Alexander Enterprises Chief Operating Offi cer Massachusetts President and CEO Daniel J. Cardinali ICAP® Comcast Corporation Ron Meyer R3 Capital Partners Communities In Schools, Inc. Dean Allen J. Douglas Holladay President and COO Michael Parham Private Investor Russell J. Carpentieri Co-Founder and General Universal Studios David S. Robbins Associate General Council Co-Founder Partner Partner Robert H.B. Baldwin, Jr. Dr. Paula Allen-Meares RealNetworks, Inc. Opus Advisory Group Park Avenue Equity Michael Milken DLA Piper President and CEO Dean of School of Social Work Management Chairman and Co-Founder Heartland Payment Systems Yvonne M. Petrasovits University of Michigan Michael P. Castine Knowledge Universe Alex Robertson President Member of the CEO and Robert R. Hopper Hon. J. Veronica Biggins Herb Alpert Susan Rogel The Reading Excellence and Board Practice Senior Partner Jill A. Milliken Partner Co-Founder Discovery (READ) Foundation Korn/Ferry International Zimmerman Reed, PLLP Marketing and Sales Perry Rogers Hodge Partners Rondor Music Consultant Jonathan G. Powers Honorable Anne Cox Paul Houston E. Robert Roskind James Cox Chambers Maria Allwin California Health and Deputy Supervisor Chambers Chairman Producer Thomas J. Hutchison III Longevity Institute Town of Pound Ridge, N.Y. Wally Amos Chairman Lexington Corporate Field Hands Productions Literacy Advocate Chief Executive Offi cer Sean Milliken Properties Trust Richard Rogel Atlanta-Journal Constitution Hutchison Advisors, Inc. Raymond G. Chambers Founder and Executive President and Chief Executive Burt Bacharach Audrey Choi Joseph P. Santucci, Jr. Chairman George Johnson Director Offi cer Managing Director Managing Executive Amelior Foundation Kenneth Bacon Owner MissionFish Tomay, Inc. Performance Business Unit Executive Vice President, Morgan Stanley Johnson Properties John R. Ettinger Scott E. Mitchell Crowe Horwath LLP John C. Shaw Housing / Community Charles A. Clarkson Managing Partner Alan K. Jones Attorney at Law Managing Director Development Founder and Chairman Russell Simmons Davis Polk & Wardwell Managing Director and Buc & Beardsley Resource Holdings, Ltd. Fannie Mae Founder and CEO The Clarkson Group Co-Head of Private Equity Hon. Daniel Glickman Phyllis Moldaw Rush Communications Leonard Stern Ambassador Elizabeth Roger J. Dow Morgan Stanley Chairman and CEO Partner Frawley Bagley President and CEO Jerry Moss Jim Sinegal Motion Picture Association of Bruce Karatz Chairman Shepardson Stern Kaminsky Smith Bagley Travel Industry Association President and CEO America Avondale Investments LLC ALMO SOUNDS, Inc. Costco Wholesale Donna Weiss President Beth Dozoretz Rhoda Glickman The Arca Foundation Joyce Klein Gwen Adams Norton Corporation Sherrie Rollins Westin Vice Chair Kevin Huvane Ken Kragen Laurie Thomson Executive Vice President Robert H.B. Baldwin ValueOptions ® Jack L. Oliver lll Managing Partner President Sesame Workshop Founding Chairman Ronald Dozoretz Senior Policy Advisor Thomas J. Vander Ark Creative Artists Agency Communities In Schools, Inc. Kragen & Company Bryan Cave Strategies, LLC Managing Partner Linda Gale White Founder and CEO Linda LeSourd Lader Robert J. Labriola Revolution Learning Former First Lady of Texas Brian Becker ValueOptions ® Michael Olshan President Senior Vice President – Chairman and CEO Millard Drexler Dean Overman Happy Walters Renaissance Institute BASE Entertainment Wealth Advisor President Chairman and CEO Morgan Stanley Managing Director Marc Benioff J. Crew Group Arabella Company, LTD New Regency Ventures Chairman and CEO Daniella Landau William H. Walton III Joseph Durnford Landau Consulting Pratish Patel Salesforce.com Chief Executive Offi cer Executive Director Rockpoint Group, LLC Janet Lea Berman JD Ford & Company Rob Light Morgan Stanley Honorable Mark Warner Managing Partner Wayne Berman Virgil Ecton Creative Artists Agency Mark Percy Jason Weiss Managing Director Fundraising Consultant Principal Co-Founder and Managing Eric Liu Ogilvy Government Relations Leslie Fielden Next Generation Strategies, Member Co-Founder LLC Terrapin Partners LLC Geoff rey T. Boisi Attorney at Law The True Patriot Chairman and Senior Partner Richard Plepler Stephen Wynn Lance Freed Richard Lovett Roundtable Investment President and Co-Founder HBO Co-President Chairman and CEO Partners LLC President HBO Wynn Resorts Rondor Music Creative Artists Agency Gerald Breslauer Joseph P. Portera James W. Youngren Ann E. Gardner Peter A. Magowan Breslauer, Rutman & and John H. Gardner Executive Vice President Chairman, Board of Directors Anderson LLC CIS of the Nation’s Capital Joseph P. McCarthy Costco Wholesale Long Live the Kings Corporation Senator William E. Brock and Mrs. Sandy Brock COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT | 23 COMMUNITIES IN SCHOOLS STATE OFFICES AND LOCAL AFFILIATES

ALASKA (4) CIS of Coweta County* LOUISIANA (1) CIS of Orange County* CIS of Corpus Christi* Communities In Schools state CIS of Alaska (Anchorage) CIS of Decatur County CIS of New Orleans CIS of Perquimans County CIS of Dallas Region* offi ce also located here. CIS of Anchorage CIS of Dodge County CIS of Pitt County* CIS of East Texas* CIS of Bethel CIS of Douglas County* MICHIGAN (6) CIS of Randolph County CIS El Paso* Developing affi liates are CIS of Juneau CIS of Effi ngham County CIS of Michigan (Holland) CIS of Robeson County* CIS of the Golden Crescent* newly formed Communities CIS of Mat-Su CIS of Elbert County* CIS of Detroit* CIS of Rockingham County CIS of Greater Tarrant County* In Schools organizations CIS of Fitzgerald/Ben Hill County* CIS of Kalamazoo CIS of Rocky Mount Region* CIS of the Greater Wichita implementing the standards ARIZONA (2) CIS of Glascock County CIS of Lenawee* CIS of Rowan County* Falls Area to become designated as fully CIS of Arizona* (Phoenix) CIS of Glynn County CIS of Mancelona CIS of Rutherford County CIS of the Heart of Texas* operational affi liates. CIS of Tempe and Kyrene CIS of Hancock County CIS of Ottawa CIS of Swain County CIS of Hidalgo County* CIS of Greater Phoenix CIS of Harris County CIS of Tecumseh Area* CIS of Thomasville* CIS of Houston* * Chartered Communities CIS of Hart County CIS of Transylvania County* CIS of Laredo* In Schools local affi liate. CALIFORNIA (3) CIS of Houston County MISSISSIPPI (2) CIS of Wake County* CIS of North Texas* Chartered affi liates CIS of San Fernando Valley and CIS of Jeff erson County CIS of Greenwood Leﬂ ore* CIS of Wayne County* CIS of Northeast Texas* have demonstrated the Greater Los Angeles CIS of Jenkins County* CIS of Jackson CIS of Wilkes County* CIS of the Permian Basin* highest standards of CIS of Los Angeles West CIS of Laurens County* CIS of Wilson County CIS of San Antonio* affi liate management and CIS of San Francisco 49er CIS of Macon/Bibb County NEW JERSEY (4) CIS of South Central Texas* accomplishment. Academy CIS of Marietta City/Cobb County CIS of New Jersey (Newark) OHIO (1) CIS on the South Plains* CIS of McDuffl e County* CIS of Camden CIS of Central Ohio* CIS Southeast Harris County* ( ) Number of local affi liates; does DELAWARE (1) CIS of Miller County CIS of Cumberland County CIS Southeast Texas* not include state offi ce. CIS of Delaware (Dover) CIS of North Georgia CIS of Newark* OKLAHOMA (1) CIS of Rome/Floyd County* CIS of Passaic* CIS of Ardmore VIRGINIA (5) DISTRICT OF COLUMBIA (1) CIS of Savannah/Chatham County CIS of Virginia (Richmond) CIS of the Nation’s Capital CIS of Screven County NEW YORK (1) PENNSYLVANIA (5) CIS of Chesterﬁ eld* CIS of Stephens County CIS of New York CIS of Pennsylvania (Harrisburg) CIS of Hampton FLORIDA (12) CIS of Sumter County CIS of Laurel Highlands* CIS of Henrico CIS of Florida (Tallahassee) CIS of Troup County* NEVADA (2) CIS of Lehigh Valley* CIS of Portsmouth CIS of Broward County* CIS of Turner County CIS of Nevada (Las Vegas) CIS of Philadelphia* CIS of Richmond* CIS of Bradford County CIS of Valdosta/Lowndes CIS of Northeast Nevada CIS of Pittsburgh-Allegheny CIS of Gadsden County CIS of Walton County CIS of Southern Nevada County* WASHINGTON (12) CIS of Jacksonville* CIS of Warren County CIS of Southwest Pennsylvania* CIS of Washington* CIS of Leon County* CIS of Washington County NORTH CAROLINA (39) CIS of Auburn CIS of Miami* CIS of Wilkes County CIS of North Carolina* (Raleigh) SOUTH CAROLINA (12) CIS of Federal Way CIS of Nassau County* CIS of Asheville/Bumcombe* CIS of Charleston * CIS of Kent CIS of Northwest Florida ILLINOIS (2) CIS of Brunswick County* CIS of Cherokee County* CIS of Lakewood* CIS of Okeechobee County* CIS of Chicago CIS of Cabarrus County* CIS of Chester* CIS of Orting CIS of Palm Beach County* CIS of Aurora CIS of Caldwell County* CIS of Clarendon County CIS of Peninsula* CIS of Putnam County* CIS of Cape Fear* CIS of Dillon County* CIS of Puyallup CIS of St. Johns County* INDIANA (4) CIS of Carteret County CIS of Dorchester County CIS of Renton* CIS of Clark County CIS of Charlotte-Mecklenburg* CIS of Greenville* CIS of Seattle GEORGIA (47) CIS of East Chicago CIS of Clay County* CIS of Kershaw County* CIS of Spokane CIS of Georgia* (Atlanta) CIS of Elkhart CIS of Cleveland County* CIS of Lancaster County* CIS of Tacoma CIS of Albany/Dougherty County* CIS of Wayne County CIS of Cumberland County CIS of Lee County* CIS of Whatcom CIS of Athens/Clarke County CIS of Durham* CIS of the Midlands* CIS of Atlanta* IOWA (1) CIS of Forsyth County CIS of Saluda County WEST VIRGINIA (2) CIS of Augusta/Richmond County* CIS of Cedar Valley CIS of Gaston County CIS of Cabell County CIS of Baldwin County CIS of Greater Greensboro* TEXAS (27) CIS of Greenbrier County CIS of Barrow County KANSAS (7) CIS of High Point* CIS of Texas (Austin) CIS of Berrien County* CIS of Kansas* (Lawrence) CIS of Lee County CIS Bay Area* CIS of Burke County* CIS of Grant County* CIS of Lexington* CIS of Baytown* CIS of Bulloch County CIS of Harvey County CIS of Lincoln County* CIS Bell-Coryell Counties* CIS of Candler County* CIS of KCK/Wyandotte County CIS of Madison County* CIS of the Big County CIS of Catoosa County* CIS of Marion County CIS of Mitchell County CIS of Brazoria County* CIS of Cochran/Bleckley County CIS of Ottawa CIS of Montgomery County CIS of Cameron County* CIS of Colquitt County CIS of Rice County CIS of Moore County CIS of Central Texas* CIS of Cook County CIS of Wichita/Sedgwick County* CIS of Northeast CIS City of Galveston*

24 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT A MESSAGE FROM THE FOUNDER

I believe that the battle for the future for the buck” than any single agency or service. It’s replicable and sustainable, thanks to our many of America will be won or lost at the thousands of volunteers, our cost-eff ective operations schoolhouse door. A shot at a decent future and our accountability, which have helped us deliver is the biggest social-justice and civil-rights real results for more than three decades. issue of our time. We cannot continue to lose In 2009, as I do every year, I spent a fair amount generation after generation of young people to the of time on the road listening to educators, parents hopelessness of dropping out — it’s not only a moral and students. What I found were communities that imperative, it’s also an economic one. Fighting this were not just receptive to our work, but hungry for battle — not just to keep young people in school, it. The beauty of Communities In Schools is that it but to help them achieve and excel — is at the heart works in all types of environments. Educators love of who we are. It frames everything we do, whether us because we free them to teach. Parents love us working at the policy level or the grassroots level, because we help strengthen families and show them whether working with kids who are struggling how best to support their children. And students love academically or those who are just bored or us because we believe in them and bring them caring disillusioned. We are Communities In Schools, and relationships that help to remove barriers, meet their these are all our children. needs, and create the expectation and conditions for © JASON MICCOLO JOHNSON During diffi cult times, it is helpful to remember success, no matter their life circumstances. that everything in life is balance, and the ﬂ ip side of But in spite of our persistence and successes to crisis is opportunity. No one knows this better than date, we’ve just scratched the surface. Much more the nearly 200 Communities In Schools affi liates remains to be done. For too many young people, across the country that continued to serve students graduating from high school and pursuing their in 2009 despite a deep recession and widespread dreams is an exception to the norm. As we know budget cuts. When there are fewer resources, there all too well, today’s dropout is tomorrow’s welfare is an even greater need — and justiﬁ cation — for recipient, health-care risk or prison inmate. And that’s the core work of Communities In Schools. The just unacceptable. Because these are all our children. careful coordination of resources to boost student achievement makes even more sense in lean Bill Milliken economic times. Our model presents more “bang Communities In Schools Founder and Vice Chairman

COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT | 25 ACKNOWLEDGMENTS

Thanks to the following individuals for their contributions to this report:

Neil Shorthouse, President, Communities In Schools of Georgia Veronica Trevino, Executive Director, Communities In Schools of Corpus Christi Tobeka Green, Executive Director, Communities In Schools of the Nation’s Capital Tynika Young, Graduation Coach, Ballou High School Brandon Warren, Student Writer/Production Manager: Maureen Salamat, Publications Director, Communities In Schools, Inc. Student Success Story: Sherri Alms, AlmsInk Design/Layout: Cutting Edge Design, Inc. Printer: Wildes-Spirit The young people pictured in this publication are students served by Communities In Schools.

COMMUNITIES IN SCHOOLS NATIONAL OFFICE 2345 CRYSTAL DRIVE, SUITE 801 ARLINGTON, VA 22202 26 | COMMUNITIES IN SCHOOLS | 2009 ANNUAL REPORT 800-CIS-4KIDS | WWW.COMMUNITIESINSCHOOLS.ORG