DOCUMENT RESUME

ED 425 884 RC 021 746

TITLE Investing in Our Future: A Southern Perspective. INSTITUTION Jessie Ball DuPont Religious Charitable and Educational Fund, Jacksonville, FL. PUB DATE 1998-00-00 NOTE 70p. PUB TYPE Collected Works Serials (022) Information Analyses (070) JOURNAL CIT Notes From the Field; n6 Fall 1998 EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Black Education; Change Strategies; Community Development; *Economic Development; Economic Factors; Educational Change; Educational Improvement; Elementary Secondary Education; Higher Education; Institutional Cooperation; *Labor Force Development; *Philanthropic Foundations; Poverty; Private Financial Support; Racial Discrimination; Social Problems; Teacher Education IDENTIFIERS *United States (South)

ABSTRACT This report focuses on the role Southern philanthropy can play in addressing racism, poverty, and inequality by supporting education and workforce improvement. "Framing the Conversation" takes input from George Autry (MDC), William Bynum (Enterprise Corporation of the Delta), Lynn Walker Huntley (Southern Education Foundation), and Martin Lehfeldt (Southeastern Council of Foundations) on the philanthropic agenda to address these issues. A section on philanthropy documents:(1) efforts of the Lyndhurst Foundation to engage more fully in public life by supporting quality public education, decent and affordable housing, and community revitalization efforts in Chattanooga, Tennessee;(2) reflections cf duPont Fund Executive Director Sherry Magill on lessons learned in Jacksonville, Florida, about creating "safe space" for difficult conversations, the role of racist history, engaging the corporate community, access to power, and public education; and (3) lessons learned during the Mary Reynolds Babcock Foundation's efforts to move from project-based grantmaking to comprehensive capacity building. A section on education includes:(1) BellSouth Foundation's evaluation process preceding a 5-year grantmaking program targeting teacher education and educational reform;(2) the Rural Community College Initiative to provide rural access to educational opportunity; and (3) an essay by Dr. Norman Francis on the legacy of historically black colleges and universities. A section on workforce development describes the New Orleans Jobs Initiative; Dr. Robert M. Franklin's views on the role of religious institutions in promoting workforce development; and the Foundation of the Mid South efforts to develop opportunities for progressive change in Arkansas, Louisiana, and Mississippi in the areas of economic development, education, and families and children. (SAS)

******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** R( NOTES FROM THE FIELD NOTES FROM THE FIELD NOTES FROM THE FIELD 0 NUMBER SIX IT FALL 1998

A

0 -4 tn Ink 0

X

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION m Cl/CENTER (ERIC) 4- his document has been reproduced as C7 received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. 0 -4 Points of view or opinions stated in this rn document do not necessarily represent official OERI position or policy. -41 73 0 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY rn

rn

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

0 Investing In Our Future: -n 7:4 A Southern Perspective 0 -4 X

BEST COPY AVAILABLE

11 INTRODUCTION

Moved by reading John Egerton's Speak slavery, Reconstruction, Jim Crow legislation, Now Against the Day, Jessie Ball duPont Fund and the Civil Rights movement requires of trustee George Bedell had an outrageous idea: its leadership could a group of Southern foundations and of its people I...ifthe South is spearhead an honest, regional conversation black and going to adopta about the Southabout our history, our whitean progressive agenda for present predicament, and our future? Could honest conver- the next generation, we dare to move from talk to action, drafting sation about an agenda for change for the next generation? what exactly the vision and energy From that reading to this writing, some 24 happened here. will come from months have passed. In October 1997, the And in recog- philanthropy, grass- Center for the Study of the American South nizing that our roots leaders, and with support from the Jessie Ball duPont Fund region will community-based hosted an organizational meeting of a small become organization5 9 9 group of black and white Southerners deter- increasingly mined to make common cause around the diverse over the next twenty years, we must region's enduring challenges. Calling their find a way to include newer Southerners of work "Unfinished Business: Overcoming different ethnic backgrounds in our Racism, Poverty, and Inequality," these people conversations. set out to encourage others to participate in Inspired in part by South Africa's example the conversation. Hundreds of people residing with reconciliation, by racial divisions in 23 different Southern communities have evidenced in the aftermath of the O.J. joined in this effort to adopt a public agenda Simpson verdict, and by backlash to for change. Citizens from throughout the affirmative action policies, a loose-knit group region will come together this November in of black and white Southerners have led the Birmingham to share their ideas and identify "Unfinished Business" conversations. They common ground for our collective future. represent educational foundations, private Racism, as Gunnar Myrdal instructed us, is philanthropies, community foundations, an American dilemma, not a Southern one. think tanks, academic institutions, and just But like it or not, the South's history with plain folks. They are not a monolithic group 3 in terms of abiding by any political or searching for solutions to tough, enduring economic ideology. But they are bound dilemmas. We have in common a belief in together, in great measure, by having grown things public, an understanding that our up and come of age in a South legally divided region will never be better than our public by race, and by a deep belief that neither the school system, a deep commitment to South nor the nation can prosper if the investing in people and in developing local country is balkanized along racial lines. assets, andas John Egerton contendsthe They also understand that the South and conviction that most folks have had enough the nation have made great strides in of conflict and division and are hungry for overcoming racism since the height of Jim some answers that will allow us to attain Crow days, and that much of what now unity, equality, and prosperity. George Autry divides the South and the nation is better is fond of saying that if the South is going to understood in terms of economic class. adopt a progressive agenda for the next Unequal access to capital, to decision makers, generation, the vision and energy will come and to power further complicates our ability from philanthropy, grassroots leaders, and to fulfill the promises of American democracy. community-based organizations, as well as an This issue of Notes from the Field was enlightened press and private sector. The inspired by the "Unfinished Business" conver- stories contained in Notes lend legitimacy to sations. Indeed, it is a companion piece. his argument. In their publication The State of the South I'd like to thank the many people who 1998, Chapel Hill-based MDC, Inc., argues agreed to be interviewed or write sections for that a prosperous Southern future is Notes from the Field. The ideas found in these absolutely dependent upon: pages belong to the authors, whose citations increasing and focusing philanthropic we have included inside. Finally, this activity; publication owes a debt of gratitude to Mark better educating the region's citizenry; and and Tracy Constantine, who challenged the improving the skills of the workforce. Jessie Ball duPont Fund to consider publishing The connection between the three is an issue of Notes from the Field that would inextricable. Thus, we have divided this include some of the best work supported by issue of Notes into three sections: Southern philanthropy, and not only the philanthropy, education, and workforce work supported by the Fund. Together, they developmentwith special focus on the role executed this document. Southern philanthropy can play in addressing the barriers of racism, poverty, f and inequality. Sherry P. Magill The ideas and leadership offered here Executive Director suggest a common understanding of the Jessie Ball duPont Fund challenges our region faces and a creativity in 4 TABLE OF CONTENTS

Framing the Conversation 1

George Autry 1

William Bynum 3

Lynn Walker Huntley 5

Martin Lehfeldt 8

Philanthropy 10 Lyndhurst Foundation:

A Record of Communal Endeavor 11 Jessie Ball duPont Fund:

An Interview with Sherry Magill 17 Mary Reynolds Babcock Foundation: Bridging the Fault lines of Race and Class 21

Education 28 The BellSouth Foundation: Recreating Colleges of Teacher Education 29 The Rural Community College Initiative: Increasing Access to Education 35 Learning from the Past, Anticipating the Future: The Role of Historically Black Colleges

and Universities 41

Workforce Development 46 The New Orleans Job Initiative: Not Just Another Jobs Program 47

An Interview with Dr. Robert M. Franklin 53 Foundation for the Mid South: The Story of Workforce Alliance and Mississippi County 57

A Final Thought 63

Special Thanks and Credits 64

5 Fraining the Conversation As federal funding for public programs declines and public confidence in political leadership wanes, many people are looking to the philanthropic sector to address the issues and policies which compromise the vitality and health of Southern communitiesissues such as racism, poverty, and inequality. We invited four leaders of the philanthropic and nonprofit communities to consider the question: What philanthropic agenda would you prescribe to address these pressing issues over the next decade? We wish to thank George Autry, William Bynum, Lynn Walker Huntley, and Martin Lehfeldt for their thoughtful participation.

George Autry about the shifting plates beneath the public and nonprofit sectors: We are at a point in history when the It was some time ago when Dr. Johnson federal government has withdrawn from added these words to Oliver Goldsmith's funding applied research and demonstrations The Traveler: "How small, of all that human in education, economic development, and hearts endure, that part which laws or kings housing, just as it has reduced the funding can cause or cure." for programs in these areas. Foundations Today he could add "or legislatures, can't fill the void in the latter, but they presidents, and governors" because today's might in the former. In fact, consciously and political leadership is driven more by focus unconsciously, foundations are already groups, polls, and the ephemeral issue of the becoming the venture capital and nonprofits hour than by a long-term commitment to the testing ground for economic and social develop the economy and the capacity of innovation. They are society's R&D sector. people to participate in that economy. It is, But they must not only be the generator of therefore, the job of the region's civic new models; they must also be the spark for leadership to set the public agenda and keep enlightened leaders who can implement policymakers focused on that agenda. That those models. leadership includes the profit and not-for- In addition, foundations have the potential profit sectors, the press, and universities. And to be brokers, convenors, and promoters of that leadership, to be effective, needs dialogue on poverty and race at the point in research, information, and inspiration. history when the old black/white, mostly What should philanthropy's agenda be, native-born and Protestant region is being given today's challenges and shifts in our shaken up by new streams of migrants, skilled demography and economy, as well as our and unskilled, from Asia, Mexico, Eastern expectations of government? Think more Europe, and the Caribbean. 6 Thus, the problem is not so much the old Across town from MDC, there isfor oneracism. Southern white folks have instancea new Center for the Study of the come a long way from the belief that those of American South. Anchored at the other races are inherently inferior and should University of North Carolina-Chapel Hill, it therefore be accorded fewer legal and social intends to forge links with other Southern rights and privileges. But our society is research universities. increasingly fractured and fragmented into As the Center grows, I believe it can enclaves, huddling together, harboring become an agent for improving as well as suspicion, bias, and stereotypical notions studying the region. It can become a each of the other. While those attitudes are cauldron for increasing the numbers and not the exclusive province of one group and knowledge of Southern leaders and are offensive in all, they are dangerous in the identifying new sources of civic leadership, group that holds the economic power. whether in the board room or housing Rodney King asked, "Why can't we all just project, the rural college or village church. It get along?" Prejudice, poverty, and lack of can show that the university is not only the leadership are part of the answer. training ground for young leaders, but also So what's a good old Southern the nurturing ground for older ones. foundation to do? Well, American With help from the Jessie Ball duPont philanthropy has eliminated pellagra, Fund and the Kenan Trusts, the Center has designed new economic indicators, built our already begun playing that role as the libraries, and helped preserve our cultural convenor of the first "Unfinished Business" resources. Southern philanthropy should gathering. It could follow by linking the now use more of its assets and moral suasion conference participants and others into an to focus on the twin legacies of the old informal permanent network of individuals South, poverty and prejudice. committed to the "Business." That's an interesting combination for As was the case with "Unfinished Southern philanthropy, which has invested Business," philanthropy and universities need heavily in building a higher education to see each other more often as partners than infrastructure that's better than any in the benefactors and supplicants. Together, they industrialized world outside America. It's an can fortify leaders with the fruits of infrastructure, however, with an scholarship. Of course, that fruit must be underdeveloped potential. Even though the peeled in such a way as to make it edible. South has invested in the creation and Larger foundations and research accumulation of knowledge, the application universities can sponsor programs through of knowledge has now become the greater such intermediaries as the Center to challenge. Can philanthropy help us find the disseminate digestible and understandable incentives to leverage the wisdom from information across state lines on trends, academia to the solution of today's problems? barriers, opportunities, and best practices. 2 Family and community foundations and Using assets as the starting point for regional universities can support innovation analysis, I offer three simple, but profound, and tailor it to local communities. propositions that philanthropists might As society's economic and social R&D consider when developing grantmaking arm, it is critical that philanthropy leverage strategies to address issues of racism, poverty, the region's intellectual resources to spur new and inequality in the South. First, I argue strategies for overcoming enduring problems that inequality in asset holdings has had like poverty and racial division. Even more and continues to havea profound impact important are philanthropic and academic on the quality of life experienced by blacks partnerships to increase the quality and and whites in America. Second, I assert that quantity of leaders who can implement those inequality in asset holdings is inextricably strategies with integrity. linked to racism. Finally, I contend that a focus on assets reveals new opportunities for George B. Autry is philanthropic institutions to address racism, founding president of MDC, poverty, and inequality and to improve the Inc., a private,nonprofit economic status of low-income Americans. corporation specializing since Research shows that differences in asset 1967 in economic and holdings matter immensely. When people workforce development control assets, they have a sense of policy in the South. MDC analyzes economic ownership, power, and hope for the future trends, identifies barriers and opportunities, and that profoundly affects the way they conduct then works with business, government, and their lives. The work of Michael Sherraden philanthropy to design policies and programs that and Deborah Page-Adams suggests, for increase economic activity and opportunity. example, that the presence of assets in a family leads to improved educational William Bynum performance, reduced teen delinquency, reduced teen pregnancy, and improved Due in large measure to the pioneering economic outcomes as adults. works of sociologists Melvin Oliver and Indeed, racism in America cannot be Thomas Shapiro, a fresh perspective on the understood without reference to assets. questions of racial inequality, poverty, and Beginning with enslavement, black economic opportunity has emerged. This Americans have been denied assets perspective underscores the importance of systematically. After the Civil War, they assetsthe ownership of tangible and were denied property when the promise of financial property such as homes, businesses, "Forty Acres and a Mule" went unfulfilled land, retirement accounts, stocks and bonds, just as white Americans were given 160 acres and saving accountsin developing social of land under the Homestead Act. In the policy to address the racial divide in America. 19th Century, "Black Code" regulations, 3

4.1 a intimidation, and lynchings severely community in their efforts to support asset restricted the efforts of blacks to own and accumulation among low-wealth individuals operate businesses that would have competed and families. with those owned by whites. In the 20th 1.Foundations, through grants or century, despite the passage of powerful laws program-related investments, can including the Equal Credit Opportunity Act provide much needed capital and of 1974, the Home Mortgage Disclosure Act operating support for community of 1975, and the Community Reinvestment development financial institutions. Act of 1977, there is ample evidence that CDFIsincluding revolving loan funds, racial development banks, and community 6i Indeed, racism in discrimination development credit unionsplay a America cannot be in mortgage central role in closing the capital gap lending understood without between the haves and have nots by continues. reference to assets." supporting entrepreneurship and housing The effects of and business development in black this racial discrimination are evidenced by the communities, providing education and startling difference in asset holdings of black information on the subject of financial and white Americans. According to Oliver planning, and facilitating networks to and Shapiro, the median net worth of whites develop capital and economic is $43,800; the median net worth of blacks is opportunities. Philanthropic investments $3,700. The median net financial assets for provide the critical subsidy necessary for whites is $6,999; for blacks the figure drops to undertaking the labor-intensive, high $0. Controlling for differences in education, transaction activities that are required to occupation, and demographics, Oliver and drive development in economically Shapiro determined that race alone accounts depressed regions and communities. for 71 percent of the differential in net worth and 76 percent of the differential in net 2. Philanthropic investments can support financial assets. Stated another way, the cost the creation of individual and family asset of being born black in America is $43,143 in accounts. Sherraden proposes, and Oliver mean net worth and $25,794 in mean net and Shapiro endorse, the creation of financial assets. Individual Development Accounts (IDAs) Ultimately, if racial discrimination in to enable disadvantaged Americans to America is fundamentally about assets and accumulate productive assets such as a first property, then philanthropic strategies to home, a higher education, a small business, address racism, poverty, and inequality or a retirement account. Education IDAs must likewise be about assets and or Children's Savings Accountscan property. I offer the following three also be established to benefit current and recommendations to the philanthropic fiiture generations of black children in 4 9 America. These accounts, initiated at encouraging asset accumulation as part of the birth for all children, offer strong daily living patterns of black Americans. incentives (such as high matching deposits) for asset-poor Americans to William J. (Bill) participate. Foundations can play a critical Bynum is chief executive role by sponsoring demonstration projects officer and president of the in communities throughout the South to Enterprise Corporation of the learn more about the efficacy of and Delta (ECD), a community barriers to IDA creation. Ideally, development financkil foundations would support long-term institution that aims to improve the quality of life evaluation of these demonstration projects for low- and moderate-income residents of the findings which can inform future public Arkansas, Louisiana, and Mississippi Delta. policy debates. ECD fulfills its mission by providing financial and technical assistance to Delta firms and 3. Foundations can support the operations entrepreneurs; by forging strategic partnerships of nonprofits working to modify tax with key actors from the private, public, and policies that favor those with assets over not-for-profit sectors; and by promoting the the asset-poor. A host of government development of the region's human and economic programs and policies have historically assets. Mr. Bynum wrote this piece in assisted the white middle class to acquire, collaboration with Mr. Ray Boshara of the secure, and expand assets. Among the Corporation for Enterprise Development in best examples are the home mortgage Washington, DC. interest deduction, capital gains tax, and inheritance tax. But asset-building tax policies can be extended to moderate and Lynn Walker Huntley poor households through refundable tax provisions and matching deposits, to Philanthropic institutions have a special name two. Again, IDAs could be useful responsibility to grapple with problems of in this effort. Nonprofits working to racism, and its frequent companions, poverty promote changes in tax policy that and inequality, in the American South. benefit low-income individuals and These problems have deep and pernicious families need continued operating support consequences for the health, prosperity, and to sustain their efforts. Foundations can vitality of the American people, whose provide vital support in this area. welfare such charitable institutions are pledged to serve. Racism contributes to Creativity, courage, and resources have a poverty and inequality, wastes talent and clear role in these efforts. By providing much public resources, creates conditions in which needed leadership and funding, the philan- crime, drug use, and violence thrive, divides thropic sector can play a critical role in 5 43. communities, underdevelops the region's change. Low-skill jobs in manufacturing are economy, creates disharmony, and disserves scarce and declining, and many young the national interest. Neglect of such people lack the education, skills, and problems can never be benign. preparation needed to participate in the Bearing in mind the diversity of the increasingly technology-driven workforce of philanthropic sector in terms of mission, the futureor even the service sector. Poor historical interests, geographical constraints, African Americans often have limited and levels of resources, a point of departure educational attainment themselves and lack for developing programs responsive to the the information or will to hold public problems of racism, poverty, and inequality is schools accountable. White flight from for each donor institution to ask itself and desegregated public schools has deprived answer four questions: 1) Who are the poor African Americans of needed and valued in my community or service area? 2) What is allies in promoting better quality education. my institution doing that directly addresses Historically black institutions of higher their needs? 3) What information do we education, public and private, and two-year need/want in order to consider programming institutions are still the spine for most post- options in this area? 4) How can we secondary education attained by African develop/enhance work in these areas? Americans. Educational institutions at all The suggestions that follow speak levels must be helped to improve the quality specifically to the needs of African of education that they provide, enhance Americans. Forty-five percent of the nation's retention, and secure adequate public and black population now reside in the South and private funds. The poor African American constitute a disproportionately large children to whom we are indifferent today percentage of the region's poor. In focusing will be the future workforce on which the on African Americans, no hierarchy of region will have to rely increasingly. suffering is implied. There are many poor Working to improve educational people of other backgrounds in the American opportunity for the young people who need South who also need attention. However, it the most is imperative in this era of the African American population has almost globalizing economies, technology-driven caste-like problems that compound its production, and stepped-up international impoverishment, and these will yield only to competition for investment. targeted efforts. Were donors to implement Support Anti-Discrimination Law these suggestions, the impact would affect not Enforcement. Civil rights laws are not self- only African Americans, but poor Americans executing. Government and public interest more generally. law organizations have a vital role to play to Improve Educational Opportunity in ensure that the promise of the laws is Identifiably Black Schools. The national realized. The nation's handful of civil rights and regional economies are undergoing a sea litigation and advocacy organizations are hard pressed for resources, and everywhere providing leadership; access to more hearts efforts are underway to gut effective remedies and minds than any other comparable to racial discrimination in the areas of institution; and dedicated leaders. Churches education, employment, allocation of public operate mentoring programs, after-school and funds and services, training, housing, and recreational activities, teen parenting classes, political participation. Donors can help to neighborhood revitalization and fund these organizations, pool resources to development, senior citizen services, credit make strategic decisions about funding issues, unions, small business development, and conduct studies and publicize outcomes about other such efforts. The National Office on civil rights violations, and help to revitalize Philanthropy and the Black Church, now public commitment to moving beyond housed at the Southern Education racism. The health of our democratic system Foundation on an interim basis, is a resource of governance is at issue. When government to donors interested in working with and and society fail to be even handed and learning more solicitous of the rights and needs of all of the about the types "Educational people, the rule of law itself is put at risk. of programs that institutions at all Diversify Staffing and Governance. The churches levels must be helped nation's philanthropic institutions have not provide. The to improve the quality themselves fully responded to the challenge constitutional to comprise their own programs, staffs, and doctrine of of education that they boards in ways that encompass the broad church-state provide, enhance diversity of the American people. This separation is not retention, and secure should receive prioritized attention. We a bar to adequate public and don't know what we don't know and won't grantmaking private fund5.99 know until we begin talking, working, and and collabor- interacting with African Americans and ation with churches. Since African other groups whose numbers are spare in the American churches receive the bulk of the ranks of organized philanthropy. charitable contributions from the black Strengthen African American community, they are in a sense philanthropic Institutions. The problems of African institutions that ought to be in peer Americans are many and the institutions in relationships with organized philanthropy. the community with resources to respond are In these days of complexity when we know too few. The African American church is that racism, poverty, and inequality remain the single most significant network of features of life in the American South, and institutions indigenous to the community indeed the world, we may feel that we that has resources, human and financial, to haven't the stamina, tools, platform, or deploy; a demonstrated track record of muscle adequate to the task, and therefore achievement in delivering services and cannot solve these deeply entrenched

1,1 problems. But to my way of thinking, it is all of which need and deserve financial not a question of whether donors have the support, are among the obvious examples of capacity or resources to solve problems, but arenas in which charitable giving can play a rather whether we have the will to make a vital role. contribution to their resolution. It is not only Yet, when all is said and done, these kinds through small and large contributions from of answers to the thorny issues that divide us diverse quarters on multiple fronts that the as a people can have but a limited impact. hydra of racism, poverty, and inequality can Foundation grants and other institutional be tamed. No one person, institution or generosityeven federal subsidywill not group can solve these problems. But to- cure these debilitating diseases that weaken gether, we can ameliorate their consequences our nation's health. and over time effect fundamental change. The "magic bullet" that can eradicate the conditions bred by divisions of race and class Lynn Walker Huntley is is nothing more and nothing less than the direcior of the Comparative will of the American public. Until a signi- Human Relations Initiative. ficant majority of our citizens understands the The Initiative is an effort negative power that these forces have upon undertaken by the Southern all of our lives and chooses to eliminate Education Foundation (SEF) them, our other effortsno matter how well to examine comparatively contemporary patterns intentionedwill fall short of success. of race relations in Brazil, South Africa, and the However, the achievement of this United States and the implications for policy understanding will not occur as the result of making and activism in these venues. Prior to mouthing and memorizing theoretical joining the staff of SEF, Ms. Walker Huntley was abstractions. A catechism of civic ideals the director of the Ford Foundation's Rights and cannot be a substitute for behavioral change. Social Justice Program. That kind of change has its roots in personal contact and ongoing dialogue. Years ago, during a period of conflict in Martin Lehfeldt Atlanta, I suggested to a small group of leaders who were meeting to discuss Organized philanthropy faces no shortage responses to the situation that the starting of funding options when it seeks to address point should be a series of bi-racial cocktail the triple-threat challenge of racism, poverty, parties to which we would invite people of and inequality that continues as the chief differing opinions and persuasions. This obstacle to achieving a democratic society. only partially whimsical notion stemmed Programs that support education, from my conviction that the answers to employment, and economic empowerment, vexing social issues could only be found after people met face to face and discovered their most affected by the answers may have a common ground. By "common ground" I more lasting impact. did not have in mind ideological consensus. The "Unfinished Business" dialogue that Rather, I meant that men and women the Jessie Ball duPont Fund has helped to needed to initiate is an illustration of this approach. It 41Organized philan- come is neither a perfect program nor the ultimate thropy faces no shortage together in a answer to racism, poverty, and inequality. of funding options when safe, social Nonetheless, it is an important step in the setting and right direction. To be sure, this approach it seeks to address the talk about requires a willingness to listen and a basic triple-threat challenge of football and trust in our citizensa belief that, given the racism, poverty, and recipes and opportunity, they have the ability collectively inequality that continuesgardening to define their needs and to select the as the chief obstacle to and their appropriate responses for meeting them. achieving a democratic children and That understanding is central to the ideals of their person- American democracy. society.'9 al histories. Only then, after establishing an elemental Martin C. Lehfeldt is trust of each other as human beings, could president of the Southeastern they engage in profitable dialogue about Council of Foundations, a bigger matters.I still haven't identified a position he assumed in foundation willing to underwrite my January 1998, after a career apparently too-simplistic proposal, but I that included work as a continue to believe that it contains the seed newspaper reporter, foundation program officer of the solution for our divisions. college and university development officer, and All of which is to say that one of the president of his own consulting firms. He is the greatest contributions that philanthropy can co-author of "The Sacred Call: A Tribute to make to the building of a strong society is to Donald L. HollowellCivil Rights Champion support any effort that brings people together Mr. Lehfeldt contributed a chapter and several in search of shared responses to common other portions to "An Agile Servant," an problems. The funding of so-called answers overview of community foundations in the determined in advance by the experts has its United States, and has written extensively on place, but the financial support of the issues related to the nonprofit sector. questioning process by the people who will be

-14 !'^ii, V37i _ 4" 111111"8 ;41i> &Mew;-- 4r^v

<

"

66In these days of complexity whenwe

know that racism, poverty, and inequality

remain features of life in the American

South, and indeed the world, we may feel

that we haven't the stamina, tools,

platform, or muscle adequate to the task, In This Section

and therefore cannot solve these deeply Lyndhurst Foundation: A Record of Communal Endeavor entrenched problems. But to my way of thinking, it is not a question of whether Jessie Ball duPont Fund: An Interview with Sherry Magill donors have the capacity or resources to

solve problems, but whether we have Mary Reynolds Babcock Foundation: Bridging the Faultlines of Race and Class the will to make a contribution to their

resolution.' 9 Lynn Walker Hundey Endhurst Foundation: A Record of Communal Endeavor During the past seventeen years, the Lyndhurst Foundation has made deliberate efforts to move beyond the traditional work of foundationsreviewing proposals and making grants by engaging more fully in the public life and struggles of its hometown community in Chattanooga, Tennessee. As leaders began to address the waning prosperity and confidence of the city and its residents in the early 1980s, Lyndhurst Foundation rolledup its sleeves to join the effort. From sponsoring a concert series to create shared public space where residents of the city could meet on common ground, to supporting the renovation of substandard housing,to relocating its offices to an inner-city neighborhood, Lyndhurst Foundation has embraced the challenges of rebuilding a fractured commun4 "We have actedon the belief that those who would be leaders must first be citizens," explains Lyndhurst Foundation President Jack Murrah. "Those who would act wisely must know more than theory and domore than talk." In the following piece, excerpted from a longer essay and an interview for this publication, Mr. Murrah summarizes three particular lines of experience gathered by the Foundation in its work in Chattanooga: the importance of quality public education, the significance of decent and affordable housing, and the need for comprehensive visionas a catalyst for community revitalization efforts.

The Backdrop white land of Scotch-Irish farmers, never close kin to the aristocratic, English lowland, Chattanooga is a city of the Southern plantation South, came businessmen and Appalachian hills, lying among the intricate merchants from points north in search of ridges and swells of the eastern edge of the economic opportunity after the Civil War. Cumberland Plateau, the west side of the The city prospered, and three generations of Tennessee Valley. On the east is the Blue Chattanoogans made their peace with and Ridge, the Great Smoky Mountains, the cool made their money off industrial development. and rainy forests that draw vacationers and By 1970, the city led the nation in the retirees by the millions. On the west is coal percentage of residents employed in and industry, a hotter, drier upland of more manufacturing. It led in air pollution, too. development and greater devastation. Long a Already there was a gathering sense of community torn between love of its natural foreclosure. There were growing tensions as beauty and dependence on its fiery furnaces, the economy began to falter from the burdens Chattanooga was among the first places in of cleaning up the air pollution and the cross the South to follow the Yankee model of currents of global change. Racial conflicts industrial development. Into an almost all- long buried in both prosperity and segregation surfaced with the integration of public summer nights. As each Tuesday evening schools. Class conflicts, heightened by the event passed with no vandalism, no disorder, separate world of private schools and the crowds grew, and so did the sense of mountain homes established by the wealthy confidence that one could share common industrialists, took a toll as well. By the time ground with strangers. We wimessed the rapid the great recession of 1982 knocked the city development of new civic manners. Though flat on its back, we were a community already no one said it at the time, in retrospect it reeling in economic and social decline. seems clear that the chief value of the project Chattanooga felt like a troubled place from was the formation of a sketchy sense that we which youth, talent, and confidence flowed, were one community, a vision of ourselves as displaced by suspicion, fear, and blame. neighbors with a shared destiny. This transition marks what I would

. O' consider to be the greatest change in Rediscovepnw,the\.Public Chattanooga from the early 1980s to the It wa-sJ:ring this time that the city present. Perhaps in response to the wrangled over the naming of a downtown hopelessness and bitterness of seeing a street for Martin Luther King. Acting upon community in decline, people were the advice of a consultant and because of the disparaging of their hometown, looking to MLK street controversy, Lyndhurst Foundation other cities' success stories as confirmation of decided to present a series of five free concerts our haplessness. But two community planning in the heart of the city. Drawing upon various initiatives in musical traditions of our region, including jazz, the early and "As each Tuesday blues, bluegrass, pop, and country, the concerts mid-1980s evening event passed were aimed at creating a spirit that John one focused with no vandalism, no Gardner has recently named "unity on a 600-acre incorporating diversity." This episode was the piece of disorder, the crowds first in the Foundation's life to teach us the riverfront grew, and so did the property importance of wholeness in community. sense of confidence As a former mayor chided us for the owned jointly that one could share gesture, saying that it was bound to bring by the city troublemakers into the middle of a fragile and and county common ground with failing downtown, we began to realize that governments, strangers.Pi becoming a more public presence in the city's the other led life would bring challenges and controversies by a core group of civic leaders who had we had not faced in the simpler practice of become convinced that the entire community reviewing proposals and making grants. needed an opportunity to discuss what kind of Nevertheless, the concerts succeeded place we wanted to be by 2000challenged beyond our imagining, bringing thousands of Chattanooga to bring forth all we had and buoyant citizens into the center of the city on develop a vision for our collective future.

;... Lyndhurst Foundation supported the entire into a more free and responsible enterprise, operation of Chattanooga Venture, the where the successful education of every child organization formed to facilitate the second is the object of the gamenot the subjection initiative that began in 1984. Venture was of every child to a standardized process with conceived as a "facilitator of civic initiative," highly variable and unsatisfactory results. first through a visioning exercise and then The record of our progress toward that goal through the mobilization and support of in Chattanooga offers hope, so let me go volunteer groups to pursue the elements of back to our city in the early 1980s. the vision. During the next ten years, the In 1983, Lyndhurst Foundation hosted a community saw, among other accomplish- series of conversations regarding The Paideia ments, the construction of the world's largest Proposal. We found the book provocative in freshwater aquarium, a new airport, and a safe its assertion that every child would be well place for victims of family violence. In half served by the same intellectually rich the time we gave ourselves to do it, the academic challenge. Thinking about social citizens of Chattanooga realized the portfolio and academic differences among children, of about 40 goals that had emerged from the the proposal argued, had resulted in our Vision 2000 project. cheating many of them of the development that they needed to thrive as complete Schools human beings. With cramped notions about their potential and in dangerous sympathy There is perhaps no arena of American with their difficult social conditions, we had endeavor where vision and a shared sense of denied poor children access to what we destiny are more lacking than public provided to the best and brightest children. education. It is an arena of American Early in 1984, a rag-tag band of idealists endeavor at once most dear and most and pragmatists decided to join forces with endangered. Parents, neighborhoods, and the Foundation in seeking the permission of school districts are pitted against one another the local school board to establish a on matters closest and dearest to themtheir pioneering public school to test the principles own children. Our national conversations' of The Paideia Proposal. We made our about public education and systemic reform approach and were astounded to be accepted. have focused attention on what and how In the fall of 1986, the Chattanooga School children are to be taught, and have ignored, for the Arts and Sciences opened with an or claimed as beyond our control, whether or enrollment of 400. Within four years, the not they have learned. Only now are we able enrollment stood at 1,100, evenly balanced to see that education must be funded, between black and white children, with long regulated, and reformed from the perspective, waiting lists for all grades. In its fifth year, not of teaching, but of learning. public pressure brought about the opening of It is far from certain whether this nation a second similar school. It quickly filled its will ultimately transform public education capacity of 400. k14.g 3 The schools' commitment to social a separate school system, thereby forcing the diversity, their requirement of parental county to absorb the city schools. The voters involvement, and their strong interactive in the city approved the measure. curriculum for all children challenged the The situation could hardly have been less pattern of segregation of our public schools, promising. The county school system was over as well as the practice of academic tracking, 95 percent white, while the city system was didactic teaching, and the alienation of 65 percent black. The county residents, parents from the professionally dominated overwhelmingly opposed to the merger, had process of education. The contribution they not had an opportunity to vote. With have made to the system and to the relatively high scores on the state standardized community, beyond those families that have tests, the county system was traditional and saw participated in the program, is the vision of little need for reform; the city system, awash in a higher standard, a direct challenge to our innovations, saw their own scores sinking. satisfaction with the meager results that we Nevertheless, an unwieldy but have traditionally achieved with determined planning committee of 36 disadvantaged children. The appeal of this citizens, half of whom were professionals experiment was within the school systems and half of whom 6 6 There is perhapsno further affirmed were civic leaders, parents, and business arena of American when local figures, spent a tumultuous six months civic leaders, hammering out a plan under the sponsorship endeavor where vision including of the Public Education Foundation. As a and a shared sense of leadership of member of the committee, I often thought destiny are more Lyndhurst how essential a feature of democracy this lacking than public Foundation, work seemed to be and how useful (and formed a public exhausting) it would be if every citizen education. It is an arena education could go through this process. of American endeavor foundation in In the end, the framework the committee at once most dear and 1989 to crafted was conceptually rich, reflecting stimulate and practical wisdom about the mechanics of mostendangered./ / coordinate schooling and far-reaching insight about private investment in public education. shifting to a system driven by results. It In 1994, the Hamilton County school called for smaller neighborhood schools, high board turned, somewhat apprehensively, to standards for all children, a greater level of the Public Education Foundation to provide involvement from parents and community in resources and leadership to engage the school governance, and greater attention to community in developing a framework for a children's early years. new consolidated system. Earlier that year, a The presentation of the plan set off a racially divided city council approved placing firestorm, with accusations and maneuvers on the ballot an initiative to cease operating that shed little light and brought little credit to anyone. Through it all, the Public for relationships to be transformed. Strangers Education Foundation kept presenting the evolve slowly over time into neighbors. elements of the plan to the public and kept A few years ago, Lyndhurst Foundation building greater awareness of the vision it renovated an 1880 house in the Brabson Hill embodied. Wherever it received an open neighborhood and moved our office there. hearing, it was received enthusiastically. Before World War II and the great American County school board elections were held move to the suburbs, pharmacies, grocers, that August. The long-standing chair of the churches, and schools thrived among the grand school board, a popular defender of the existing homes and modest family dwellings on Brabson system, was defeated. Three candidates who Hill. By 1980, the neighborhood had become associated themselves with the concepts of the a scene of dereliction. Its streets projected the new framework won decisive victories, fearful message of the late twentieth century: defeating candidates who had associated City equals Poverty equals Death. themselves with the existing regime. Overnight By moving our office to Brabson Hill and the fires of controversy had died. making a loan to a local nonprofit housing From its initial investment in the developer to purchase and renovate three pioneering school in Chattanooga, to its butterscotch-colored houses in the involvement in the creation of a public neighborhood into affordable housing for the education foundation, to its present poor, we hoped to revive local confidence in commitment of $2.5 million over five years the old urban model of neighborhoods where to create a new unified system, Lyndhurst a variety of institutions and families could Foundation has been an energizer of civic live together in a compact and walkable grid initiative for results-oriented public school and in so doing have a more satisfying reform. This work takes place on highly communal life than we can have when we visible and hotly contested ground; civic live apart in sprawling residential and activists are not often welcome. But the commercial pods segregated by class and demands of citizenship and leadership do not function. Our partnership with that non- permit the abandonment of school reform as profit housing developer, Chattanooga a centerpiece of community betterment. Neighborhood Enterprise (CNE), has extended over a decade. Homes CNE has developed four areas of expertise. It provides second mortgages that reduce the As we have ventured into the public and down payment for low-income home buyers; committed ourselves to participating as it makes low-interest loans to low-income engaged citizens in the life of ChattanoogA, home owners with homes in disrepair. CNE Lyndhurst Foundation has come to heightened offers credit counseling to prepare customers appreciation of the importance of home and for handling their credit responsibilities, and neighborhood. Homes are fundamental to it develops housing for sale and rent to low- communal life; neighborhoods provide a place income citizens. Through this combination of activities, learned that projects seen in a broader almost 4,000 families have improved their context of overall community revitalization housing situations and become citizens with a have more appeal to donors, more credibility stake in their neighborhoods and assets on with lenders, more approval from a tax-wary their books. CNE has resisted the traditional public. The use of vision as a catalyst for both role of grantmaker in its work with low- 'unity and hope has become the hallmark of income residents, instead focusing on making Chattanooga's recovery. We have proven the instruments of credit and investment that visionwhen accompanied by work for the poor. To date, the default rate cooperation, collaboration, partnership, and for CNE loans is lower than most banks' perseverancecan bring strangers together in mortgage portfolios. public space. It can be the catalyst for better We like to think of this as a powerful schools and stronger neighborhoods. demonstration of the capacity of a The challenges before Southern community to design its own solution to an communities are significant at this point in achingly large and complex problem. But it history. Racism, poverty, and inequality are has taken favorable federal and state policies tireless foes of the human spirit. Those of us and the availability of federal and state in the world of philanthropy can easily choose resources to make our system work. Given to retreat to our privileged sanctuary where those conditions, any community could put abstraction and theory provide safety and together such a system, though it has taken comfort. We can also choose to embrace the an unprecedented level of cooperation fullness of our communities, even the between public and private forces to make it unlovely and unknown parts. We can choose succeed in our community. The financial to make a difference, realizing that we must mechanisms are sophisticated, but not put much at risk. Should we choose the esoteric. The philanthropic and local latter, let us proceed with vision and an government resources required are large, but unwavering love of humanity. not beyond reach. Jack E. Murrah is president of the Lyndhurst Vision Foundation in Chattanooga, Tennessee. He serves as a The clearest lesson that we can draw from board member of the our experiences in Chattanooga is that a Council on Foundations and comprehensive vision, generated and as vice-chairman of the board of the Public embraced by public process, has the capacity Education Foundation. to unify and energize a community. We have

4 1 6 Jessie Ball duPont Fund: An Interview with Sherry Magill In addition to convening leaders in Chapel Hill and Birmingham as part of the "Unfinished Business" project, the Jessie Ball duPont Fund sponsored four community meetings in its hometown of Jacksonville, Florida, in early 1998. The meetings were designed to bring residents together to consider the effects of racism, poverty, and inequality in Jacksonville. Roughly 150 citizens participated in the gatherings. Similar meetings, sponsored by community and regional founda- tions, followed in Atlanta, Birmingham, New Orleans, Memphis, Richmond, and Jackson (MS). Beyond complementing the "Unfinished Business" program, the meetings gave duPont Fund staff and trustees greater insight into the delicate process of convening a broad base of citizens around a controversial set of topics. "We came to new understanding about our roleand the role other foundations can playin convening local groups and initiating the hard work of community change," says duPont Fund Executive Director Sherry Magill. In the following interview excerpts, Dr. Magill reflects on lessons learned from the Jacksonville experience.

On Dialogue and Action meetings provided access to allies, to a network of people who share common "The Jacksonville meetings made me aware concerns. Our hope is that many in this of the acute tension between people who want camp will connect with people outside their to talk and people who want to take action. neighborhoods or workplaces who want to Our forum gave members of the first group a think critically about how to address starting point for dealing with tough questions institutional racism. that elude simple answers. Some participants "The different yet equally important asked themselves questions like, 'Why didn't I vantage points of these two groups go to school with children of different races?' challenged all of us to understand the or 'Why were blacks and whites so divided by inextricable link between conversation and the O.J. Simpson verdict?' By talking through action. Without disciplined reflection about issues of race and class, participants have the a city's past and present, movement toward opportunity to begin the slow process of its future can become misdirected and establishing relationships with people unlike unfocused. This movement becomes themselves and overcoming long-held activity for its own sake, leaving behind no misperceptions of one another. trace of authentic community change. "The second group of people who Without action, conversation becomes attended the forums was clearly frustrated by hollow. Long-lasting change within conversation. They had participated in communities can only result from the similar discussions in school or with their cooperative efforts of those who talk about colleagues at work and were ready to engage and envision necessary changes and those in action. For this group, the Jacksonville who are inspired to enact them." 17 from the conversation; her point of view Lessons Learned and experience were neither understood nor On the importance of creating safe space: validated by some participants. At that "We used the Hard Talk model developed by moment I realized what a critical role the Kettering Foundation as a starting point facilitators play in the process. We needed for conversation. Participants were asked to someone who could create a safe space, who identify Jacksonville's assets and to describe could guide us from an awkward and their vision for the city's future. They also uncomfortable moment to mutual insight engaged in difficult conversation about the and understanding." history of racism, poverty, and inequality in On the role of history: "The critical role Jacksonville. Most participants were able to of history is too often overlooked in the express what they liked about living in current racism debate in America. People Jacksonville and what they would like to see question the value of studying our past and change. This part of the conversation where we've been; they favor looking to the fostered a level of comfort and trust among future and focusing on where we want to be. strangers at the table. But when the From the community meetings, we learned conversation turned to issues of racism, the importance of reckoning with history and poverty, and inequality, some participants struggling to 61Without these became cautious and much too suspicious.I understand sensed that it was difficultif not impossible how the past conversations-without for many people to acknowledge that the shapes and people having the informs the color of a person's skin or the zip code where a opportunity to hear and person lives might play a large part in present. be heard-I seriously determining how that person experiences and "The doubt that reconciliation understands the world. conversation "For example, one resident from a public that brought can take place in our housing site explained that a lack of public this issue to community and in our transportation made it difficult for her and the forefront nation." her neighbors to get to the grocery store. centered Another participant was visibly frustrated by around consolidation in Jacksonvillewhen her complaint, suggesting that the woman the county and city governments merged. As call her city council representative to a relative newcomer to Jacksonville, I had resolve the problem. After the public always heard that consolidation was a housing resident responded that contact defining moment in the city's history. It was with her representative had yielded no the moment that put Jacksonville on the results, the conversation came to a halt. map and paVed the way for a prosperous The woman from public housing withdrew future. But at the forums, the African American participants at my table talked 18 23 about consolidation as a movement by the And, clearly, they have a critical role to play. white power structure to deny Jacksonville But national companies don't necessarily the leadership of a black mayor. It's a very bring the long-term commitment to place different story, a different interpretation of and community that is essential if the same event. Jacksonville hopes to address the persistent "If we had the forums to do over again, I issues of racism and inequality." would focus more on local history. Rather than commissioning an academic to write a book about the city, I'd be intentional about Reflections creating time for people to share their stories On access: "When we sat down almost and their memories of the people and events eighteen months ago to give a name to this that shaped Jacksonville. Without these project, most of the people at the table had a conversationswithout people having the general understanding of what was meant by opportunity to hear and be heardI seriously racism and poverty. Inequality was the doubt that reconciliation can take place in enigma. We had a vague sense that what we our community and in our nation." meant was unequal access to power in a On engaging the corporate community: democratic society, namely unequal access to "As successful as the Fund was in engaging public money and to the people who make people from city government, neighborhoods, the decisions which shape our public life. and grassroots organizations in the forums, "Over the course of the forums, my we failed miserably in terms of corporate understanding of inequality was heightened engagement. We assumed that corporations by conversations with residents of public would be interested in and committed to the housing. One of the lessons I learned was effort, and we never made any personal that this portion of Jacksonville's citizenry contact to engage their leadership in the possesses an acute understanding of how the work. city works. They know who has power, who "In retrospect, we should have made a controls money, and how decisions are made. concerted effort to target the home-grown What they don't have is access to the people businesses that have created and kept wealth who make decisions. Their efforts to contact in Jacksonville. Businesses like AccuStaff, the mayor, their council representatives, and Stein Mart, and Winn Dixie are responsible others in positions of power are taken less for an enormous number of jobs in our town, seriously than those of citizens who possess and their leaders have made a dual financial and social capital. commitment to building their companies and "This is where philanthropic institutions to strengthening the local community. It's can play an important role. They can easy to fall into the trap of looking to larger improve access for people and communities national companies with offices in on the periphery by funding and supporting Jacksonville for leadership and participation. 19

J.! 2 4 the intensive processes of community-based public resources. Our collective future organizing, which allows people to mobilize demands that we challenge this illogic. collective resources, and coalition building, "Here too, the philanthropic community which allows disparate groups to identify can make a difference by supporting public common problems and work to develop education as a means for community and common solutions." economic development. For example, a On public education: "One thing I've number of promising collaborations exist come to realize, from the first meeting in between foundations, employers, Chapel Hill to the conversations in community groups, and educators to Jacksonville, is that all this workall the improve public education as a strategy for conversations around racism, poverty, and developing a well-trained, highly-skilled inequality workforce. A well-educated workforce can 6 Deep inour collective Ultimately attract industrial and corporate growth, and conscience, we're not sure leads to it can prepare communities to adapt quickly public to changes in the economic environment. that all people can learn education. In addition, philanthropic institutions can and that all people are Thomas help link middle and secondary schools worthy of public Jefferson had with community colleges and four-year investment and public it right:if educational institutions to increase resources. Our collective the public students' awareness of postsecondary future demands that we expects the options, to foster the sharing of resources masses to be between institutions, and to make sure that challenge this illogic!' good citizens students are well prepared in the early to be citizens who will carry out their grades for what they must know to succeed public responsibilitiesthe public has to in high school and beyond." invest in the education of all its people. "One of the greatest tragedies since the Dr. Sherry P. Magill Brown v. Board of Education decision has been has served as executive the emotional disinvestment in public director of the Jessie Ball schools throughout the South. My fear is duPont Fund since 1993. She is a member of the that this disinvestment has everything to do board of directors of the with the racial integration of public schools. Southeastern Council of Foundations and is Deep in our collective conscience, we're not chair of the Florida Funders Group. sure that all people can learn and that all people are worthy of public investment and

5 2 0 Mary Reynolds Babcock Foundation: Bridging the Fault lines of Race and Class In 1994, the Directors of the Mary Reynolds Babcock Foundation began an intensive process of reflection and learning to determine the course its grantmaking should take into the 21st century. The process resulted in a deliberate decision to move from project-based grantmaking across a wide array of interests and goals to a more comprehensive approach that focused on organizational, community, and grassroots capacity building for those nonprofits working to "build just and caring communities" in the Southeast. More specifically, as part of their revised mission statement, Directors stipulated: "We are deeply troubled by the debilitating impact of persistent poverty and racism on the human spirit and on community life in our region; therefore, we seek demonstrable progress in areas where poverty prevails and race divides." Throughout the process, the Foundation has made public its own experiences with organizational restructuring and capacity building in the hope that its work to craft an effective strategy for change might guide or inspire others interested in the process. The following piece highlights some of the lessons learned during Babcock's mid-course review of its revised grantmaking strategy (performed in 1997-1998). The Foundation's Executive Director Gayle Williams also explains how these lessons are influencing the Foundation's plans for the future.

Why Organizational them stronger. Rather, they wanted to focus Capacity Building and on assets and on citizens working together Leadership Development? across lines of difference. "Every community has assets that can be marshaled to make it When the Mary Reynolds Babcock better," notes Executive Director Gayle Foundation set out in 1994 to consider its Williams. "And we had the suspicion that future, the Directors asked: What is the most despite all of the bad news we hear and the essential work the Foundation can do? racial divides that do exist, there were many During the first nine months of the people and communities working with restructuring process, while hashing over goodwill and a lot of skill to tackle the values and goals, they came to consensus divisions of race and class.It's easy to get around one course of action: that the issues jaded about the public's ability; it's easy to be and effects of poverty and race which pervade pessimistic. But that's not the whole story. the South need to be addressed through the Across the Southeast, good people are doing Foundation's work. But the Directors felt good workand having good results." The strongly that identifying needs and problems Babcock Foundation decided that supporting in communities was not the way to make organizations and communities in the region that were doing this work was not only 21 :V consistent with its history of grantmaking, Grantees agree that empowerment is a key but represented a positive approach to to organizational success. "Working class dealing with community need as well. ownership of the change initiatives, coupled Through the three grantmaking strategies with the training and technical assistance we that emerged from its restructuring process receive from the Babcock Organizational the Organizational Development and Development grant, is changing the face of Community Problem Solving programs this community," says Art Carter, executive (begun in 1995 and 1996) and Grassroots director of the Virginia Eastern Shore Leadership Development grants (developed Economic Empowerment and Housing in 1997)the Babcock Foundation seeks to Corporation (VESEEHC). "For the first develop organizations' capacity to fulfill time in 140 years, working class residents of their missions and sustain their work by this community have a sense of hope that supporting the implementation of specific their conditions can changethat they can organizational development activities, change their conditions." VESEEHC serves aiding networks and associations that link residents of Northampton and Accomack natural and unusual allies, nurturing new Counties in Virginia, where unemployment and diverse leadership, and encouraging runs twice as high as the state average and public dialogue and participation in the 21 percent of the residents live below the political process. poverty line. Twelve percent of the counties' residents live without indoor plumbing. Some Lessons Learned... VESEEHC's mission is to eliminate poverty and substandard housing in these counties by To date, the Foundation has made nearly organizing communities to implement their 100 Organizational Development, Community own development plans, engaging directly in Problem Solving, and Grassroots Leadership housing production, and providing economic Development grants. The results have development lending. confirmed that there are brave, talented Of the Babcock Organizational Develop- peopleoften nontraditional leaderswho ment grant, Carter says, "It hit us like a are willing and able to do the work of thunderboltit made us realize how important addressing racism and poverty. Furthermore, organizational development was in our effort to the Foundation has learned that investing in become a learning organization, one that could capacity-building activities for organizations adapt quickly to change." VESEEHC used and communities can stimulate authentic Babcock funding to create a plan for change by empowering the disenfranchised to community development, an employee understand their situations and to envision handbook, a set of operations policies, and a and enact their own futures. These capacity- comprehensive fundraising strategy. When building programs foster change that is by they shared their results with the Department and for the people who need it. of Agriculture, that agency sent VESEEHC 22 27 materials out to all fifty states as an example of Beyond the importance of supporting good organizational guidelines. Their capacity- community ownership, the Mary Reynolds building programs have also earned VESEEHC Babcock Foundation has learned the value the 1996 Center for Community Change of providing time and resources to Leonard Lessor Award. organizations for critical reflection and More importantly, adds Carter, the work learning. Their Organizational has brought hope and confidence to the Development and Community Problem people that VESEEHC serves. They have Solving grants succeeded in building: afford groups the 4If a person does an early childhood program for children opportunity to not know his or her of homeless and low-income citizens; reflect on their history then heor the area's only transitional home for the history, to come to she is doomed to homeless; an understanding a home ownership training program of their circum- repeat it. If children that helps working class citizens apply stances, and to or adults can't read for mortgages and build affordable determine the bestand compare their homes; and ways to move experiences against utility and rental assistance programs. forward. "It's very VESEEHC also facilitates community basic and true," those in books, they organizing. Their efforts have aided the says Beatrice Clarkwon't know if they're New Road Community Development Shelby, executive being discriminated Group, a 501(c)(3) organization designed director of Boys,

II against PP and operated entirely by working-class Girls, Adults people. Before New Road CDG was Community Development Center organized, 80 percent of the 100 households (BGACDC), a Babcock Organizational in the New Road area had no indoor Development grantee. "If a person does not plumbing; all were owned by two slum know his or her history then he or she is landlords. Over the past six years, the doomed to repeat it.If children or adults group has bought out the landlords, can't read and compare their experiences renovated some dilapidated housing, and against those in books, they won't know if purchased property for new housing. they're being discriminated against. The "VESEEHC based its support for New Road same goes for organizations. If they don't on the Babcock model and required that understand the history of their commu- they use one-fourth of our funding for nities, it's difficult for them to begin the organizational development and capacity process of change." building," explains Art Carter. "It has been BGACDC provides social, educational, a powerful experience for the residents.It recreational, economic, health, and housing was their vision. They made the decisions." opportunities to low- to moderate-income 23 23 residents of Marvell in the Arkansas Delta. BGACDC to technical assistance and Of the county's 28,000 residents, external resources as they expanded their approximately 85 percent are African efforts to help arCa residents. American. Many of the county's working- In 1997, BGACDC served 560 children class residents feel the adverse effects of from ages birth to 18. The organization owns geographical isolation, dispersed population or manages 68 housing units, which it has clusters, high unemployment, and poverty. been rehabilitating into livable housing and Shelby believes that organizational using as a job site to train young people for development support helps sustain nonprofits work in building and contracting trades. The so they can increase the effectiveness of their Center currently employs 30 full-time young program work. She explains: "The grant has people in its day care program, after-school built our capacity and the capacity of those care program, "Freedom School" summer we serve. By building capacity I mean the camp, mentoring programs, nationally process by which recognized Home Improvement Program for 6 6 Foundationscan people are Preschool Youngsters (HIPPY), and the Best do a great service to empowered with Food in Town restaurant, among other education and programs. Though BGACDC has not yet organizations and skills to enhance met all of its organizational development communities by their quality of life goals, Beatrice Clark Shelby acknowledges taking a long-term and sustainability the importance of the process: "You have to perspective on their and to develop a face your past and your current reality before sense of you can address your future vision. The work and by setting commitment and Babcock grant for organizational discrete, manageable, shared vision development is helping us put many pieces and mutually within their together which will help us to continue to acceptable communities." serveand to serve betterthe children and The OD grant has families in our community." benchmarks." supported staff The Babcock Foundation also has learned development; board effectiveness training; the a number of lessons from its work with use of technology to streamline operations coalitions in the Community Problem and network with other community Solving grant program. In supporting formal development programs; workshops on and informal alliances between various and effective financial management, strategic diverse stakeholders in specific issues, planning, and grant writing; and efforts to Williams explains, "we've seen several foster a stronger working relationship between organizations come together across race and black and white residents of the town. In income lines to deepen their commitment to addition to providing the financial resources one another and to the difficult work of for these programs, Babcock linked making their communities better." For 24 example, Babcock supports the work of the approving a $12 million bond issue for small Jeremiah Group in New Orleans, a group of business job creation; and increasing funding African American and white citizens for the Children's Health Insurance program concerned about education, housing, and by $5 million. Another group, the Atlanta- employment opportunities for low-income based Center for Children and Education people in the city. The Community Problem will use Babcock funds to start its Solving grant enabled Jeremiah's 53 "Grassroots Engagement Project." The constituent organizationsincluding project will train a core group of 50 grass- religious congregations, five school-based roots leaders to address a set of interrelated teams, a tenants association, a university, and access" issues that include funding a small businessto hire an organizer to allocations to benefit students currently work with school-based teams on public placed in bottom-level, overcrowded classes; school reform. In Kentucky, Babcockwas the the detracking of middle school students to first foundation to support the Owsley increase the number of students prepared for County (KY) Action Team, a group of college education; and funding for support citizens who seek to improve the quality of services such as tutoring. life and increase civic commitment to democratic government in one of the poorest counties in Appalachia. Their Community ...and Emergent Themes Problem Solving grant supports the Action The Foundation has culled four common Team's work to encourage entrepreneurial themes from its extensive evaluation of the spirit (through a mentoring network) in a capacity-building grant programs. county where experience with economic independence and risk taking is slim. 1. The importance of rekttionships. Strong Finally, through its Grassroots Leadership relationships can make a difference in an Development grantslaunched in June organization's ability to accomplish its 1998the Foundation hopes to build the goals. When staffs and boards trust and capacity of grassroots leaders to influence respect each other, the quality and state policy. For example, Montgomery, quantity of their work increases Alabama's Arise Citizen's Policy Project, a exponentially. Likewise, strong coalition of 115 religious and community relationships between funders and grantees groups, will use Babcock funding to train can affect organizations' ability to grassroots leaders in how to influence state accomplish goals. Babcock grantees have policy and achieve specific short-term policy reported that the Foundation's capacity- objectives. Their goals include raising building grants and its three- to five-year welfare benefits by $10 per month; commitment to grantees have paved the increasing the amount appropriated for way for stronger, more honest relationships subsidized child care by $7.5 million; between grantees and the Foundation. 25 2. The amount of time it takes to build Foundation's commitment to addressing effective organizations and coalitions. issues of racism and poverty and to The process of building effective building just and caring communities. organizations requires time and patience, The Directors and staff of the Foundation and the desired community change believe that by focusing and honing its outcomes take a long time to unfold. resourcesand by committing to a specific Furthermore, different groups and underlying set of valuesthey stand a communities change at different paces. better chance of making a difference in Foundations can do a great service to the communities they wish to serve. organizations and communities by taking a While the process of changing its long-term perspective on their work and approach to grantmaking has required by setting discrete, manageable, and considerable time and effort on the part of its mutually acceptable benchmarks. Directors and staff, the Babcock Foundation Benchmarks create a system of has learned many valuable lessons that will accountability that keeps grantees on track continue to inform its work. "We have and enables the foundation to offer definitely learned that organizations and assistance as the need arises. individuals who make a difference maintain a 3. The value of peer learning and support. respectful love of people and place; a passion Grantees relish the opportunity to come for justice; effective and strategic program together to share lessons learned. At activities; creativity in seeking solutions and Babcock "Gatherings," they found the building assets; and stamina to stay the course moral support of their peers and created when the going gets tough," says Williams, strategic alliances for ongoing support. By "Capacity-building grants strengthen these providing opportunities for shared organizations' effectiveness and sustainability learning, funders can educate and support for the long-term work of reducing poverty people in organizations and holp them and racism." form partnerships. This type of convening can leverage the body of knowledgeand Gayle Williams is experience gathered through foundation executive director of the programs to help a wider circle of groups Mary Reynolds Babcock and communities. Foundation in Winston- Salem, North Carolina. She 4. The positive impacts of values-driven currently chairs Grantmakers grantmaking. Many practitioners and for Children, Youth and Families and serves on funders have responded favorably to the the board of the North Carolina Child Advocacy Babcock Foundation's public statement of Institute. purpose and values, which expressesthe

26 6 4Across the -2 liAliim ,Ck,'Q Southeast, good vriti -,. , itt people are doing good work-and having good results." Gayle Williams

Pray For Our

27 INN

,*1 411111_....01

"The future of the nation and the future of minority children and youth are one. And it is in ournation's schools, colleges, and universities that this future

can be determined. It willbe shaped by

our success in developingand utilizing In This Section the talents of an increasingly diverse The BellSouth Foundation: Recreating population. Our educational institutions Colleges of Teacher Education must prepare students to live and work The Rural Community College Initiative: in a new environment and, in so doing, Increasing Access to Education strengthen both the fabric of our society "Learning from the Past, Anticipating the and our connections to each other./' Future: The Role of Historically Black Colleges" by Dr. Norman C. Francis Redeeming the Amencan Promise, Southern Education Foundation

28 The BellSouth Foundation: Recreating Colleges of Teacher Education Since its inception in 1987, the BellSouth Foundation has invested more than $32 million in the nine Southern states served by the BellSouth Corporation: Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, and Tennessee. Inspired by John Clendenin, the first CEO of the Corporation, the Foundation has remained true to its original mission: to improve education for all children in the South. In 1995, BellSouth Foundation crafted a five-year grantmaking program to guide its work between 1996 and 2000. In addition, it launched eight special initiatives to provide targeted support in areas critical to educational reform, including an initiative to recreate colleges of teacher education. The Foundation issued a Request for Proposals (RFP) to colleges of teacher education throughout the region and selected eight institutions to participate in theprogram: Berry College, East Carolina University, Fort Valley State University, Furman University, University of Alabama at Birmingham, University of Florida, University of Louisville, and Western Kentucky University. In the narrative that follows, BellSouth Foundation Executive Director Leslie J. Graitcer describes the evaluation process that preceded development of the five-year grantmaking program, reflects on the state of public education in the South, and discusses the Foundation's decision to invest in teacher preparation.

A Scrutinizing Gaze recommended that we seek "improved learning" as the outcome of our investments. In 1995, as we had done in 1990, the They urged us to focus our investment on BellSouth Foundation invested human and primary and secondary education and to financial capital into evaluating our work. explore ways in which institutions of higher Our underlying objective was to improve the education can collaborate with primary and quality of education in the South by focusing secondary schools for mutual reward. our grantmaking. To this end, we invited consultants and advisors who were committed to educational excellence to The Public in work with us during this period of self- Public Education scrutiny and reflection and to offer their own During our year of evaluation and planning, critical insights about how philanthropic we took care to examine the changing context institutions and businesses might contribute of the South. It was our contention then, and to educational reform. remains so to this day, that decisions related to At the end of that year, our advisors philanthropic investments must be informed by suggested that we target our resources to meet critical analysis of the external operating more specific goals, and they unanimously environment. In other words, context matters. 29 What we learned from our survey of the Another important finding made during landscape in 1995 was that efforts to improve the period of evaluation was that student education in the South occur in an achievement in the BellSouth states environment that could be described as according to state testing programshad been volatile. This volatility arose out of economic improving slightly during the first five years of insecurity, a lack the 1990s. Students throughout the South 64 Evidencesuggests of faith in the have begun taking more challenging courses, that investments by ability of with significantly higher numbers in advanced philanthropy and government to placement courses. Southern states have business-when make a difference mandated student achievement goals and coupled with higher in people's lives, programs to help students meet higher and a consequent standards, as well as new accountability expectations, a focus on unwillingness on systems to monitor progress on these fronts. results, and especially the part of a Evidence suggests that investments by caring, competent significant and philanthropy and businesswhen coupled teachers - can make a growing with higher expectations, a focus on results, difference in the proportion of the and especially caring, competent teachers academic performance population to be can make a difference in the academic of children." taxed for public performance of children. investments that are perceived as non- Despite these advances, we learned productive. We sensed growing disillusion- that there are large gaps between the ment and disenchantment with public achievements of students from different racial institutions, including public education. and ethnic backgrounds. The scores of The lack of confidence in public education blacks and Hispanics on the National and reluctance to support educational Assessment of Educational Progress, the improvement have resulted in ever widening Scholastic Assessment Test, and the fauldines of race and class that have turned American College Test are improving, but public schools into battlegrounds. Many they continue to be significantly lower than public schools, in both urban and rural areas, those of white students. The Southern have become refuges for the less well-off. At Regional Education Board noted that for the same time, more and more students attend "states to develop a competitive work force, schools that are predominantly one-race. these gaps must be closed"and in ways that Minority children often are enrolled in schools assure equity. Unfortunately, commitment to that have significantly fewer resources than educational equity on the part of federal and those attended by their majority-race peers. state governments is diminishing. Recent Public education, conceived as part of an legislation mandating federal-state cooperation egalitarian experiment, now often exacerbates on a variety of educational improvement issues the differences it was established to eradicate. substantially ignores the equity agenda.

,-"S - 30 A final learning affirmed what we had begun It is our expectation that the schools of to suspect: teachers' roles and responsibilities education participating in the initiative will have increased dramatically, and their impact transform their institutions and realize a new on students' learning is primary. Successful vision of teacher education. teachers are more than classroom presences; While the jury's still out on what the final they are leaders inside and outside the design at each of the participating colleges will classroom. And the demands on teachers are look like, the process of transformation has increasing every day. Teachers must be begun. I encourage you to read the stories on technologically competent. They must be able these pages and learn more about the important to work responsibly and constructively with progress being made across our region. students from diverse social, economic, ethnic, and racial backgrounds. If they are to prepare children for the rapidly changing economy, Berry College where competencies and the capacity to learn Slightly fewer than 2,000 students attend will be prerequisites for well-paying jobs, Berry College, a private liberal arts college teachers must develop new strategies for founded at the turn of the century as a high educating our young people. school to serve students living in the mountains surrounding Rome, Georgia. More than 20 percent of these are enrolled Recreating Colleges of in the College's Charter School of Teacher Education Education. "We may seem small compared to large research institutions," says Dr. Jackie Despite the growing demands on teachers, Anglin, dean of the Charter School of too many colleges of teacher education are Education. "But when you consider that still preparing teachers for yesterday's year after year we're placing up to 100 classrooms, using yesterday's methods and highly-trained and dedicated teachers into curricula. They cling to traditional methods schools throughout the South, our potential to make a difference in the lives of the of teacher preparation that have grown children, families, and communities of the obsolete and that compromise the future of region really multiplies." our children and the region. This resolve to make a difference in the Our decision to invest up to $2 million in region led Berry College to respond to the eight colleges and universities throughout the BellSouth Foundation RFP to recreate colleges South to recreate colleges of teacher education of teacher education. "Just a few years before grew out of the fundamental conviction that the Foundation began the initiative," Dr.Anglin recalls,"the School of Education had earned successful reform of teacher training programs NCATE re-accreditation. By almost all must be comprehensive; it must be tied to a standards, we were doing our job very well. well-thought out and clearly articulated vision But when the RFP arrived, the faculty of the changing role of the classroom teacher. considered the assertions and came to the

31 same conclusion: although we've got a great irresponsible to send teachers into classrooms teacher education program, it's time to dismantle without exposure to different cultures and it and start all over." without ESOL competencies." Furthermore, all Once their proposal to BellSouth Foundation students must participate in a four-week, had been approved, all 30 faculty members agreed intensive exploratory program led by a faculty to commit at least three hours every other Friday member in a setting culturally different from for more than 18 months to develop strategies any place they have previously lived or for restructuring teacher education. In addition, worked. Students might choose to teach in faculty members have been convening monthly at Costa Rica, inner-city Atlanta, or the rural the "BellSouth meetings" to share their progress mountains of northwest Georgia. and to craft an institutional strategy for change. Beyond its financial impact, the BellSouth Now in its first Foundation's efforts to cultivate networks 6 It is our expectation year of the grant, among participating schools, use technology that the schools of the seeds of to encourage the sharing of resources and transformation are knowledge, and develop a body of technical education participating taking root. Each assistance consultants have been of in the initiative will faculty member significant value to the Charter School transform their has committed to faculty. "The chat rooms on the BellSouth institutions and realize teach in the local web site, the listserv capacity, and the regular public schools one network meetings are invaluable:' notes Dr. a new vision of teacher day a week. Two Anglin. "Not only did the Foundation education" 9 faculty members provide the resources and opportunities to 1 will use funds from an Eisenhower grant to build an encourage our mutual learning, they were outdoor classroom at an urban, downtown school. careful to create a non-threatening, collegial Another faculty member has established a reading spirit among the eight grantees. We were clinic at a rural school in the county. Yet another never encouraged to see each other as has committed to teach general math every day for competitors, but as colleagues navigating a semester at a local high school. Anglin explains: uncharted waters:' "The very first assertion in the BellSouth RFP was that excellent colleges of education practice what they preach. Getting into the local classrooms was East Carolina University our way of fulfilling this commitment: The Charter School has made impressive With almost 1,500 students, the School of strides to prepare students for the increasing Education at East Carolina University (ECU) diversity of Southern classrooms. A full-time houses the largest teacher education program ESOL coordinator funded by the grant assures in North Carolina. Approximately 12 percent that all graduates receive the English for Speakers of the program's students are African American, of Other Languages endorsement. "We can no making the university third in the nation longer assume that all public school students will among historically white institutionsin the speak English," Dr.Anglin notes. "It would be preparation of minority teachers.

32 2,7 ECU has made a long-standing commitment to school teachers used mini-grant funds to study improving teacher education and to creating links the attitudes of sixth graders in a local rural between its academicians and researchers and the school toward cultural and racial differences. faculty and administrators in local public schools. Another cohort evaluated teaching strategies In 1988, ECU implemented the Model Clinical designed to improve the academic Teaching Program which Oaces education majors in performance of special needs students. year-long, public-school based internships during "The action research grants gave their senior year. Today, the program serves 11 classroom teachers the opportunity to inquire school systems and 150 schools. "The decision to systematically about their work and to take a introduce the clinical program reflected our fresh look at the practices and strategies that faculty's growing sense that the gap between the ECU students need to be exposed to during theory taught in universities and the problem- their internships?' notes Dr. Sheerer. "At the solving skills required in actual classrooms was same time, our faculty gained insights and increasing," says Dr. Marilyn Sheerer, dean of the knowledge that will become part of the ECU School of Education. "We set out to create a teaching curriculum. This work never would teaching model that integrated theory and practice. have happened without BellSouth's The BellSouth initiative provided additional investment. Their funds and technical support incentives and resources to plunge into this work." have given us the financial resources and With support from the Foundation, Dr. Sheerer confidence to experiment, be creative, and reduced the teaching loads of senior faculty take some risks. In the end, the teachers we members, enabling them to spend more time in prepare and the students they teach will be local schools. ECU faculty, public school teachers, the benefactors of this work?' and student interns meet weekly to conduct on- site problem-solving seminars that"focus on real problems rooted in the real work of teaching?' In The University these meetings, the resources of the academy are joined with the experience and wisdom of of Louisville classroom teachers to create a meaningful learning In 1996, the School of Education at the experience for the student interns. University of Louisville invited,a task force of In another effort to foster collaborative university and school collaborators to help learning opportunities among ECU faculty and develop a framework for restructuring its teachers in local schools, Dr. Sheerer directed a graduate programs serving primarily significant portion of the BellSouth grant to experienced teachers pursuing post-master's support "action research" projects. Faculty from degree programs while teaching full-time. the local public schools and the School of They worked to address a concise challenge: Education were eligible to receive mini-grants of "Our public schools and Schools of up to $4,000 to conduct collaborative, school- Education must change. They must change based research on issues related to classroom because of demographics, the expectation of management, curricular reform, and teacher reform, and the emerging knowledge base preparation. One group of ECU faculty and public about teaching and learning." The School of 33 Education had already restructured its preservice portfolios that document their performance program which is considered a model for the and effectiveness in the classroom. "The nation. "The experienced teacher programs faculty and administrators of the School of provide a much different challenge' notes Dr. John Education and the local public schools are Fischetti, director of the Center for the working together in unprecedented ways to Collaborative Advancement of the Teaching support experienced teachers," notes Profession at University of Louisville. Fischetti. "We share a common focus: to "Certain themes emerged during that period," support and improve the real work of real explains Fischetti. "Our restructuring efforts had people." to focus on creating tangible results in the Perhaps the most impressive accomplish- behaviors of teachers and the performance of ment during the program's first year has students. Experienced teachers were not satisfied been the establishment of student cohorts. with taking a series of disconnected courses and In July 1998, three cohorts of graduate writing a master's thesis that gathered dust. They students were formed to consider the most wanted the opportunity to tackle real problems effective strategies for using technology as a facing schools and school districts.They expressed learning and teaching tool in schools. The interest in working together, learning from each cohorts comprised of 15 studentswill be other, and engaging in team-based problem solving. prepared to be technology coordinators in The image of the graduate student working in their schools. "This represents a complete isolation was a mold that had to be broken:' departure from any work we've done Resources from the BellSouth Foundation before," Fischetti remarks. "The teachers made it possible for the School of Education to who go through the cohort experience will take the recommendations of the task force into be prepared to assume leadership in their the community and into the classrooms. Dr. classrooms, their schools, and throughout Fischetti and his colleagues convened a series of the districe "thoughtful conversations" that brought together faculty from the School of Education, teachers and Leslie J. Graitcer is administrators from local schools, and district executive director of the officials to map out a strategy for improving BellSouth Foundation, an experienced teacher preparation and student endowed trust of BellSouth achievement. As a result of these conversations, Corporation devoted to teachers' professional development experiences improving education in the will be applied toward graduate degrees. A new South. She serves on the program committee of system of evaluating teacher performance has also the Southeastern Council of Foundations and is been established; experienced teachers will work founding chair and board member of with School of Education faculty members and Grantmakers for Education. school supervisors to develop classroom-based

39 34 Tr he Rural Community College Initiative: Increasing Access J L To 3ducation In 1995, MDC, Inc., a Chapel Hill-based think tank dedicated to expanding the economy, developing the workforce, and increasing prosperity in communities throughout the American South, joined with the Ford Foundation, the American Association of Community Colleges, and nine community colleges to implement the Rural Community College Initiative (RCCI). Managed by MDC, the ten-year Initiative works with community colleges in rural and distressed areas throughout the country to increase access to education and stimulate economic development. Currently, 24 colleges participate in RCCI. The following report focuses on efforts by RCCI colleges to improveaccess to educational opportunity and includes excerpts from an interview with MDC Senior Associate Carol Lincoln, as well as from two publications prepared by MDC: Expanding Economic and Educational Opportunity in Distressed Areas and Strategies for Rural Development and Increased

Access to Education: A Toolkit for Rural Community Colleges.

The Rural Challenge development efforts struggle to combat the sense of powerlessness that comes from Rural America in the 1990s is a study in absentee ownership of land and resources, a contrasts. While some regions and commu- one-industry economy, and high dependence nities are thriving, many are struggling to on government programs and transfer survive the throes of persistent poverty. payments. And many communities are The Rural Community College Initiative divided by conflicts between racial or ethnic focuses on economically distressed groups, between rich and poor, or between communities. Many have lost their historic natives and newcomers. job base of mining, farming, timber, or low- The Rural Community College Initiative wage manufacturing. Some are Indian helps community colleges move their people reservations that have been unable to and communities toward prosperity by develop viable economic systems. Still other challenging these institutions to think RCCI communities face a different broadly about their potential for regional challenge: rapid growth threatens to development and by fostering a climate of overwhelm traditional culture, while low- innovation that will spark local solutions. income residents fail to reap the benefits of an expanding economy. In all these regions, education levels are Why Community Colleges? low. Many young people drop out of school; Rural community colleges and tribal others leave home after high school or colleges are uniquely positioned to be catalysts college for lack of opportunities. Community foiiiieasing economic and educational 35 4 0 opportunity in their communities. They are programs and secure good jobs, the college ((common ground" institutions, respected by needs to provide not just passive access public, private, and nonprofit sectors. They through open admissions and low tuition, can be a safe, neutral place for mobilizing but active, aggressive outreach, counseling, community engagement and building social support, and job placement. RCCI colleges capital. are working to increase access to education As flexible institutions with a broad in the following ways: mission, community colleges have the Building partnerships with secondary potential to build bridges within their schools. Community colleges can play a communities and regions. For young people, powerful role in raising academic standards they can bridge the gap between high school and achievement levels in middle and and postsecondary education or work. For high schools. They can encourage more adults, they can provide links to basic young people to prepare for and enroll in education, occupational training, a college, as well as help students make a baccalaureate degree, and good jobs. successful transition to college and career. Community colleges can connect employers Proven strategies include: coordinating a with qualified workers, cutting-edge high quality regional college and Tech technology, and improved forms of workplace Prep Program; developing "bridge" organization. And they can link potential programs that offer career education, entrepreneurs with resources for successful academic enrichment, mentoring, and business operation. dropout prevention for middle and high school students; joint faculty development and curriculum development for the Access to Educational college and secondary schools; and dual Opportunity enrollment courses to enable high school students to earn college credit. Providing broad access to education is Helping disadvantaged students achieve central to the community college movement, academic success. Economically and and community colleges pride themselves on educationally disadvantaged students face extending an open door to all in their service barriers to academic success. To help area. Indeed, rural community colleges (as them complete programs and advance to well as their urban sisters) serve a broad socio- further education and jobs, the college economic cross-section of the population. needs to provide strong support such as Certain populations, however, face special counseling, tutoring, mentoring, financial barriers to education and employment. They aid, child care, and transportation. The are the people for whom "college" is often an college may need to help faculty and staff alien idea and a forbidding institution. If learn new strategies for working with they are to enroll and succeed in college

36 41 disadvantaged students. RCCI colleges classes augmented by tutoring and learning are demonstrating several ways to help all labs when appropriate; and teaching students succeed in college: faculty how to use learner-centered Address family and community barriers methods that tap into students' different to education. Many potential students learning styles. never enroll in college programsor Using culturally based curriculum. All enroll and drop outbecause of family or students learn better when they feel valued, community barriers. Women may and for students from racial and ethnic experience family resistance to their minorities, this includes affirming their educational and career aspirations; cultural heritage. Historically, Native students with family responsibilities may Americans, Appalachians, Latinos, and drop out when problems at home eclipse other rural minority groups have seen their their studies. Some community colleges cultures belittled by educational institutions are beginning to view students in the and disrupted by context of family and community. outsiders and 6 6 Asflexible Strategies for support include: on-campus newcomers to institutions witha child care centers; wellness centers; family their regions. broad mission, literacy programs; and on-campus "one- Tribal colleges in stop centers" where students can get particular (as community colleges referrals to counseling and other human well as other have the potential to services. As important as specific rural community build bridges within strategies are faculty and staff who colleges) have their communities understand and support their students. shown how to and regions"' Help students move beyond integrate developmental courses into college-level traditional culture into the curriculum in a programs. Many students who enter way that makes education more meaningful college with low academic skills never and builds students' pfide in themselves, advance beyond developmental studies. their heritage, and their community. Integrating developmental studies with Ensure that community college students college-level courses and providing can transfer successfully to a four-year appropriate support for at-risk students is institution. In low-income rural areas, a proving a successful alternative to high proportion of students who seek a traditional remedial coursework. baccalaureate degree begin their Strategies include: assigning outstanding education at the community college. To teachers to developmental courses and help students transfer successfully to a encouraging communication between baccalaureate program, the college must developmental and other faculty; ensure high academic standards in transfer integrating marginal students into regular work, develop articulation agreements 37 with four-year colleges and universities, Adult literacy. In many communities and counsel students about their options. adult literacy programs are fragmented and Offering nontraditional programs to meet unrelated to the demands of the workplace. the needs of nontraditional students. With Colleges should work with the local reduced federal support for job training and organizations that sponsor adult basic welfare programs, it is more important than education to insure that programs are ever for community colleges to reach out to accessible, high quality, and helpful in underserved populations which include high preparing adults for the workplace. Many school dropouts, mothers on welfare, and rural community colleges offer literacy other dislocated workers. Many of these instruction in workplaces, tailored to meet adults are not presently candidates for the specific needs of workers and employers. traditional college curricula but need job One-stop centers. The hub of future readiness preparation, improved literacy employment and training programs will be skills, and one-stop centers that connect people to " Educational innovations referral to education, training, and employment. and community reforms other Community colleges are ideal institutions are more likely to root and employment- to house these centers since they have spread when they are related relationships with both job-seekers and services to employers, and they provide both short- reinforced by hospitable earn a living. term and lifelong education and training. public policies.' In many Offering distance learning opportunities. rural communities, the community college is In sparsely populated rural areas, distance the only institution that can coordinate education is an especially useful tool for these services. educational access. The community -÷ Job readiness. The community college can be a catalyst in forming college, in conjunction with other distance education networks and helping community organizations, needs special partners obtain funding for staff to reach out to unemployed adults, to telecommunications equipment. It can counsel them and refer them to programs offer specialized college prep courses to tailored to their needs. The college may be isolated high schools, and can use the best place to provide the instruction telecommunications to link more remote they needincluding literacy and community centers and satellite campuses occupational skills, personal motivation for classes and videoconfeiences. Through and self-esteem, and job-seeking skills. agreements with universities, rural Once they are employed, the college can community colleges can make link these adults to the continuing baccalaureate and graduate level courses education and training they need to available to rural residents. advance beyond an entry-level job. 38 Ongoing Challenges Alabai,aSouthern While RCCI colleges and the rural Com nunity College residents they serve have experienced steady, positive results, a number of challenges Developmental Studies remain. "The chronic nature of rural poverty Program and the difficulty of applying conventional Alabama Southern Community College economic development strategies in many serves a rural community that rates high in rural areas can threaten the momentum poverty and low in educational attainment. created by the RCCI program," says MDC's Because many of the students enrolled at the Carol Lincoln. She also cites spatial college need remedial work before they can challenges (such as dispersed population and successfully tackle college-level courses, inadequate transportation systems), Alabama Southern has long had a recruitment challenges, and an unrealistic developmental studies program as well as ratio of expectations to resources as hurdles. adult education and GED classes. But the "One of the most critical ways we can developmental studies track stretches out support these institutions," Lincoln adds, "is by the time needed to get a degree, and like addressing current and future public policy. many community colleges, Alabama Educational innovations and community Southern was concerned about the large reforms are more likely to root and spread when number of students assigned to they are reinforced by hospitable public policies. developmental studies who dropped out We need legislators and policymakers to be before completing a college program. more aware of the critical role community To address this challenge, the college colleges can play. In turn, the people who restructured its developmental studies make policy and funding decisions need to program. Developmental studies and all support these colleges in their efforts to promote academic support services were placed under economic development and to increase access a single umbrella. The college expanded its for all learners. It's a gradual process, but one Learning Lab to offer both mandatory and that we anticipate will greatly benefit the voluntary tutoring for students in academic institutions and their communities." classes. And the college adopted an individualized learner-centered approach to For more information about RCCI, contact: teaching that benefits all students. Carol Lincoln Today, all incoming students are tested for Senior Associate, MDC academic skills as well as learning styles, e-mail: [email protected] special needs, and personality types. The For more information about MDC, contact: college uses this information to place Leah D. Totten students in appropriate classes, to identify Communications Director, MDC their needs for extra support, and to help Telephone: (919) 968-4531 teachers design appropriate, learner-centered e-mail: [email protected] strategies in the classroom. 39 In the 1996 academic year, 275 students New Century Scholars are selected by a were assigned to the Learning Lab. school-based team on the basis of risk Graduation rates in Adult Education have factors as well as signs of potential success in risen, and 15 GED recipients qualified for school. Each student selected must sign a scholarships to Alabama Southern. The contract promising to maintain good learning-style assessments have spread to attendance, to complete all assignments, to classes throughout the college. strive for continuous academic improvement, to participate in 60 hours of community service, and to remain free of drugs and Southwestern alcohol. Students' parents or guardians sign a contract pledging their involvement and Community College support in their children's education. New Century Scholars Students in the program are matched with Program a mentor, either an adult in the community or older student, who helps them set goals for The New Century Scholars Program the future. They receive academic, career, and began in the summer of 1995 as the personal counseling from counselors at their brainchild of Dr. Barry Russell, then schools, and career counseling from president of Southwestern Community Southwestern Community College. College, and Dr. Charles McConnell, then Since 1995,315 middle school students in superintendent of the Jackson County the three-county area have enrolled in the Schools. Their idea was to raise money program. Participating students receive higher from local sponsors to guarantee two years' grades than their peers and have better tuition at Southwestern Community College for selected Jackson County students who attendance -records.

agreed to stay in school and abide by a code Source: Strategies for Rural Development and Increased of good conduct, service to the community, Access to Education:A Toolkit for Rural Community and academic effort. Colleges (MDC, Inc.) When the chancellor of Western Carol A. Lincoln is Carolina University heard of the senior associate at MDC, program, he offered to extend the Inc.,and project director of guarantee of free tuition through four the Rural Community College semesters at WCU to all New Century Initiative. She is co-author of Scholars who complete an associate's "Who's Looking Out for At- degree at Southwestern Community Risk Youth" and "America's Shame,Americces College. The following year, the two Hope: Twelve Million Youth at Risk ," which led to other counties in Southwestern's service a national PBS television project to raise public area, Swain and Macon, were included in awareness of the at-risk youth crisis . the program.

40 T earning from the Past, Anticipating the Future: The Role of ls Historically Black Colleges and Universities In his thirty years as president of Xavier University of Louisianathe nation's only predominantly black, Catholic collegeNorman Francis has witnessed the positive effects that strong black institutions can and do have on the lives of youth. In addition, he has spent much of that time advocating for national education reform. Dr. Francis has served on advisory councils for four United States presidents, including Ronald Reagan's Commission on Educational Excellence. That group's 1983 report, An Open Letter to the American People, A Nation at Risk, urged citizens to recognize and take action against inadequate public education that short-changes millions of young Americans. While he acknowledges that some progress has been made since the report, Dr. Francis cautions: "We are still at risk. And sadly, in our rush for excellence in education,we have left equity in our wake." In the following essay, taken from an interview and recent commencement address, Dr. Francis describes the legacy of historically black colleges and universities, the role they have played in educating at-risk youth, and the ways in which these institutions canserve as a model for advancing student achievement.

Tradition and History committed to the development of the larger society. This dual commitment to students Historically black colleges and universities and society continues to this day. As (HBCUs) date back to the years preceding Professor Charles Willie of the Harvard the Civil War. In an effort to segregate Graduate School of Education says, HBCUs higher education, states throughout the exist "for their value to society and because of country, but particularly in the South, their function" in higher education. established separate institutions for black The student bodies during the early years students. Many started as high schools, then were quite diverse: rural and suburban, poor became normal schools for teacher and middle class, young and not so young. preparation, and later evolved into four-year Some of the students who entered the doors accredited institutions. of the first HBCUs came academically well- The basic mission of historically black prepared. Many demonstrated academic colleges was quite clear and direct: to provide potential, but had only limited formal a total educational experience to those black training. These institutions have a rich American citizens who were excluded from tradition of taking risks on students who have mainstream institutions and, in delivering potential and creating an environment that these educational services, to contribute to cultivates success and achievement. the development of well-rounded human Despite limited, often meager resources, beings. The earliest schools were likewise HBç1Js developed appropriate curricula, 41 f3 nurturing environments, a dedicated I am particularly proud of the university teaching faculty, and a fundamental value with which I have been associated system to support their diverse student educationally and professionally for more bodies. They have amassed a proud legacy of than 50 years of my life. Xavier University of achievement and have graduated African Louisiana, with an undergraduate enrollment Americans into virtually every professional of 2,600 students, has 957 biology majors, endeavor. The educational results of these 105 computer science majors, 96 physics/pre- institutions, given their isolation and limited engineering majors, and 32 mathematics resources, are unequaled in the annals of majors. Xavier ranks first in the nation in higher education. the number of African Americans receiving degrees in biology, the life sciences, physics, Accomplishments and the physical sciences. In addition, Xavier ranks first in the nation in placing Historically black colleges and universities African American students in medical and represent three percent of all higher education pharmacy schools. At Xavier, the faculty, institutions in the nation. Of the almost 3,600 staff, and students take great pride in institutions of higher education, only 102 are shattering the myth that minorities cannot HBCUs. But our accomplishments and value excel in the sciences. to the African American community and to the nation are most significant. Formula for Success HBCUs graduate 30 percent of all African Americans who receive baccalaureate The structure and culture of historically degrees. Forty percent of all African black institutions contribute in large measure Americans who go on to earn graduate or to our success. The entire college professional degrees earn baccalaureate community bonds to educate students, to degrees from historically black institutions. ensure retention, and to propel students Our contributions to the economic strength toward graduation. The entire campus of the country are impressive as well. A operates under the simple but profound belief recent report by the Educational Testing that everybody is somebody and is capable of Service, Students at Historically Black Colleges learning. HBCUs expect the best of our and Universities, maintains that African students, where others sometimes assume the American students who graduate from worst. Academic achievement is celebrated; HBCUs are more likely to pursue post- cultural activities promote and honor graduate studies in the fields of engineering, diversity. The opportunity for spiritual sciences, and businessthe fields that will reflection and participation underscores the drive the American economy in the next respect due to each individual, regardless of century than African American students race, creed, color, or national origin. who attend traditionally white institutions. 42 '4 7 At Xavier, we like to say we have "standards Orleans and teach mathematics, biology, with sympathy." We set high standards for our chemistry, analytical reasoning, computer students, but at the same time, we're skills, and reading throughout the school sympathetic to their diverse educational year. Our summer programs reach more than backgrounds. We try to help and support them 1,500 students. We're working with through the process. But sympathy never takes community-based 6 6 precedence over standards; the two exist side organizations to The opportunity by side to ensure success. improve housing, for spiritual reflection We believe further that the building public health, and and participation blocks of an equitable system of higher education in low- underscores the education, one that is geared toward income neighbor- opportunity and equitable participation and hoods. Students at respect due to each success for all students, must be based on Xavier benefit individual, regardless three guiding principles identified in the from extensive of race, creed, color, Southern Education Foundation's report peer tutoring, or nationalorigin.ii entitled Redeeming the American Promise: faculty mentors, Comprehensiveness: The experiences laboratory assisted tutoring and skill that students have in higher education are development, one-on-one counseling, and a direct result of what happens to them in cultural and leadership development. In K-12 education. Our two systems are addition, we collaborate with Tulane and inextricably intertwined, and these other major universities to provide research linkages must be recognized and actively opportunities for our students and staff, and addressed in policy and program to establish joint degree programs. formations. Like the other HBCUs, we at Xavier Student-centeredness: Higher understand that our success will be measured education must honor the centrality of not only by how we work with our current the student in its mission and gear student body, but also by how we engage the programs to assure the development of community beyond our walls to support the the education of the person. achievement and success of minority students. Accountability: Institutions must be We have, from our founding days, recognized driven by performance and be an important fact in human development: not accountable for student success. Likewise, every flower blossoms on the first day of they must fulfill their fiduciary spring. Some need more attention, sunshine, responsibility to spend funds entrusted to water, and loving care. HBClis understand them in a judicious manner. that it is our job to make the soil as rich as At Xavier, these three principles guide possible so that our young people can develop much of our work. We link with elementary fully and reach their potential. and secondary schools throughout New 43 country, we must be intentional about Challenges developing the human capital and human Despite our impressive and important resources within our minority communities. accomplishments, historically black colleges I dare say no other set of institutions has and universities face equally significant done more to promote such development. challenges as we approach the next century. If these institutions did not exist today, These challenges come on multiple fronts someone would be developing a system to and demand both attention and response. mirror their accomplishments. On the public front, there are those who As serious as the public attacks on black not only ignore and demean the rich institutions may be, I am equally concerned accomplishments of HBCUs, but question by the continued erosion of public whether this justifiably proud and education in America. In all of the productive part of higher education is national challenges we face that tear at the consistent with our new so-called fabric of a just societyfrom poverty, desegregated society. State legislators crime, drug and alcohol abuse, to continue to request justification for their unemployment, racism, and the destruction existence and have gone so far as to suggest of family lifeour continuing inability to that these institutions be closed in an provide a quality education to a vast attempt to promote desegregation and equal number of children can be identified as the opportunity. To continue to single out and crisis that threads itself through all other label these institutions an anachronism in challenges. "desegregated" society on the basis of the The children see today a nation race of our students and to promote their who are most of Americans of extinction is tantamount in my mind to jeopardized are diverse backgrounds perpetuating a fraud equal to that imposed the poor of all who, after moving on the American people in the 1896 Plessy races, but closer together on v. Ferguson decision which created the particularly common national "separate but equal doctrine" in America. minority goals a decade ago, are This decision dismantled the progress made Americans. moving selfishly apart They live in in Reconstruction and has adversely affected on racial, economic, rural areas, the the South and the nation to this day. and sociallevels." The dismantling and elimination of inner city, and HBCUs would have equally deleterious on reservations. In a few years, they will effects on the African American represent the majority of this country. community and on the nation at large.If HBCUs have a responsibility for and a we are going to thrive and prosper as a legacy of working with these children and

A 44 families to provide opportunities anda With an unusually high degree of pathway for success. Since our inception, ignorance or plain bigotry we suggest in our we have educated and nurtured children policies that race should be ignored. In who have fallen victim to an educational America, the preeminence of race remains system that shunts their development and part and parcel of everything we do. This is denies their God-given talents. Perhaps not a color-blind society. And, as a more than ever, we must address this consequence, our solutions must address national crisis that places all members of directlythe role of race in the fabric of this our democratic society at risk.It is a society. Whether we are ready or willing to challenge that looms large. admit it, the issue of race remains the faultline. HBCUs and all institutions of higher Closing Thoughts education can ill afford to accept passively these signs of the time. We must encourage I see today a nation of Americans of our students to develop coalitions of diverse backgrounds who, after moving understanding that will bring people together. closer together on common national goals a We must make our diversity the source of our decade ago, are moving selfishly apart on strength. We must learn that if one racial, economic, and social levels. We are American is undereducated, then all of losing our common ground, ignoring how America is distressed. Higher education must dependent we are upon each other as people develop the climate for learning and provide in a free society. We are becoming paranoid through caring and quality teaching and about differences and growing reluctant to administrationthe recognition that human work with each other. This unhealthy intelligence and human potential is not polarization suggests that if it is good for confined to one class or race. minorities, it must somehow be detrimental for the majority (and in some quarters, vice Dr. Norman C. Francis versa). New code words separate has served as president of Americans. The word "equal" has been Xavier University of substituted to undermine the legal principle Louisiana since 1968. of equity; "affirmative action" means During his 30-year tenure, unqualified; "level playing field" ignores the University has more than large gaps and inadequate opportunities to tripled its enrollment, broadened its curriculum, succeed. This language pervades even and expanded its campus. He serves as chair of the higher education. Southern Education Foundation and member of the Adviso77 Committee to the Director of NIH.

45 t517P I ilk&

6What do we do with America's shame, the underclass? One tried and true treatment is work. Not only is it a solution to poverty, it is more and more often the only point In This Section where the races connect across the The Greater New Orleans Jobs Initiative: Not Just Another Jobs Program divide of class, neighborhood, An Interview with Dr. Robert M. Franklin church, and school./9

George B.Autry Foundation for the Mid South: The Story of Workforce Alliance and Mississippi County

5 1 46 he New Orleans Jobs Initiative: Not Just Another Jobs TProgram In 1995, the Greater New Orleans Foundation (GNOF)was invited by the Baltimore-based Annie E. Casey Foundation toserve as the New Orleans convenor for the Casey Jobs Initiative. The Initiative, "designed to improveaccess to jobs for disadvantaged, young adult job seekers (aged 18 to 35)...and to mount a reform of public and private jobs- related services and systems," required invited cities to submita Jobs Initiative application. After a comprehensive, community-based planningprocess, the Metropolitan Area Committee, a regional planning group, in partnership with the Citywide Tenants Council,two church-based organizing projectsAll Congregations Together (ACT) and the Jeremiah Group and community-based stakeholders identified eight of the city'sten public housing sites and the neighborhoods surrounding these sites for job projects. In late 1995, New Orleans was selected as one of six sites throughout thecountry to receive funds and technical assistance through the Casey Jobs Initiative. After completing the planning phase of the project in late 1997, the board of the New Orleans Jobs Initiative (NOJI) hired Darryl Burrows as the organization's first full-time executive director. In addition to receiving support from the Annie E. Casey FoUndation, NOJI is funded by the City of New Orleans, the Housing Authority of New Orleans, the Reily Foundation, the Jeremiah Group, First National Bank of Commerce, Entergy Corporation, BellSouth, and the Greater New Orleans Foundation. The brief narrative that follows shows howone Southern city has begun to address the pressing issues of under- and unemployment in the region.

Our Mission: NOJI has a threefold mission: between the former home of the Straight (1) preparing people with low income for jobs that Business School and the Claiborne Tire and sustain families; (2) building a skilled labor force Auto Service. The faded UniRoyal sign on that business needs to grow the local economy; and the corner of Esplanade and Claiborne recalls (3) advocating for public policies and regulatory days past when the oil and gas industry reform that promote the sustainable achievement of buoyed the New Orleans economy. the aforementioned mission elements. But to the residents of the bordering neighborhoodand to more than 55,000 The Place public housing residents in New Orleans the house at 1240 North Claiborne Visitors passing through New Orleans on represents hope. It is a place of promise and Interstate 10 would have no reason to exit the opportunity. This place is the home of the highway and take notice of the house at 1240 New Orleans Jobs Initiative. North Claiborne Avenue. The freshly painted "When you go around this neighborhood," pink Victorian with white trim sits nestled notes NOJI Executive Director Darryl 47 5 2 Burrows, "you see a community that's increasingly poor (more than 31 percent of experienced tremendous deterioration. But if the residents lives below the poverty line). you put your ear to the ground and listen Low-wage, low-skill jobs disproportionately carefully, you will hear the residents speaking replaced the higher-wage work on the water in terms of restoring this place. Their and on oil rigs. These jobslargely in the memory tells them it used to be better. service sectorseldom pay enough to cover That's foremost in their minds. The Straight all the bills a household accumulates over any Business School next door is a reminder of given month. Rarely are health and dental where we've been and what we can insurance included in the compensation accomplish. During the segregation years in package. Few workers in these positions New Orleans, Straight was the foremost know the luxury of pension plans and black business college in the city.It was matching 401(k) contributions. These are where African Americans came to be the proverbial "dead-end" jobs: the jobs that prepared for professional work and well- lead nowhere except to subsidized public paying jobs." housing and to health care access through the emergency room doors of public hospitals. Public housing residents in New Orleans A Changing Context have had their fill of these jobs. What they Jobs. They come in a variety of shapes want and need are good jobs, the kind that and forms. In days past, the port and sustain healthy families and strong maritime industry and oil- and gas-related communities. "When the folks from Casey businesses dominated the New Orleans came to visit in 1995," recalls Ben Johnson, economy, creating middle-class jobs and president of the Greater New Orleans employing many of the city's African Foundation, "they made it clear from the American residents. But changing patterns beginning that they were only interested in of trade, technological innovation, and supporting cities committed to improving declining oil prices sent silent shock waves access to good jobsjobs that paid at least $7 through the city. an hour, included benefits, and had a career In the six-year period from 1984 to 1990, path. It was our charge to put the under- and New Orleans lost approximately 20,000 jobs. unemployed on the radar screen in New Between 1980 and 1990, the total population Orleans and to build bridges between the of the city declined by more than 60,000 people and institutions that could make the people. By 1990, 64,000 fewer white citizens Initiative happen. called the city of New Orleans home than "We knew how much work was involved. had in 1980. The population that will take We knew we had to dispel the lingering New Orleans into the 21st century is largely myths that certain people don't want to work black (more than 62 percent in 1990) and or can't hold down a job. We knew we had to find a way to talk about institutional 48 5 3 racism that honored people's experiences unemployed population in New Orleans. We without polarizing the conversation. Andwe had sponsored several jobs programs in the knew we had to find a way to talk about what past, but none of them got off the ground. we were doing so that the community could We as a city had never talked candidly about begin to see how New Orleansnot just a the relationship between racism and select group of individuals in New Orleans unemployment. We had never talked about stood to benefit from a well-trained the responsibilities that both employers and workforce. But before we could accept these potential employees had to fulfill to makean challenges, we had to assess whether we asa initiative of this sort work. This was a foundation and a community were up to the different kind of project, and peoplewere challengeif we had the capacity to do the understandably hesitant about investing their work with integrity." time and energy." All institutions and communitiescan tick off dozens of reasons whydespite the best intentionsefforts to effect change Tools For Success

invariably fall short of desired outcomes. The Jobs Initiative was different. It would New Orleans in the mid-1990s was no require unprecedented levels of coordination exception. A history of failed jobs programs, among service providers, employers, and racial tension, long-standing myths about the educators in New Orleans. Its focus wouldgo work habits of poor people, and shifts in the beyond the short-term goals of job placement economy had joined forces to create an and job retention. This Initiative would environment that was, if not hostile, challenge the community to develop a long- certainly not conducive to significant term strategy for creating a strong workforce workforce system reform. by building the capacity of local institutions "Before the and addressing barriers in public policy. It was our charge Jobs Initiative," The barriers to change were real, but they notes Alden J. to put the under and were also surmountable. Four elementsa McDonald, Jr., unemployed on the shared vision, a commitment to community chair of the ownership, attention to building nontraditional radar screen in New NOJI Board of relationships, and data collection and analysis Orleans and to build Directors and proved especially potent strategies to bridges between the President and overcome the legacy of job programs gone sour people and institutionsCEO of Liberty and pave the way for reform. that could make the Bank and Trust, Vision: "We knew from the outset," the largest Initiative happen"' describes Linetta Gilbert, vice president for African programs at the Greater New Orleans American bank in Louisiana, "there had Foundation, "that the success of the never been any in-depth focus on the Initiative would depend in large measure on 49 our ability to articulate an inclusive vision "We're not asking for people to come in that both businesses and community and do the work for us. In fact, we've been residents could embrace. People had to working every step of the way. We helped understand that businesses were not going to write the proposal to Casey, and our people be pressured to hire unskilled, untrained did the door-to-door interviewing in the workers. At the same time, community folks housing projects during the community needed to know that we were committed to mapping process. Citywide, ACT, and the moving them up the career ladder. We had Jeremiah Group all sit on the governing to be clear about expectations on both sides. board and have veto power over the board's In the end, we agreed that we wanted to decisions. By working with Jeremiah and create a mechanism and establish processes ACT, we make sure that people living that would increase the skills and assets of outside of public housing will benefit from workers.as well as sustain economic growth NOJI and that more people throughout the in New Orleans by developing a highly- city have a stake in our success." skilled and motivated workforce." Attention to Building Nontraditional Commitment to Community Ownership: Relationships: "The attention to building "When the meeting was held to select the relationships was critical," reflects Dr. Ronald neighborhood French, a NOJI board member who joined wanted to organization, it the Initiative in its formative stages. "From create a mechanism and became the very beginning, the leaders of the community foundation were careful to cast establish processes that apparent that Citywide fit the net as wide as possible. They brought key would increase the skills every criterion business people together with leaders from and assets of workers as that Casey was the community college and the local well as sustain economic looking for in universities, with the grassroots organizations growth in New Orleans New Orleans," who had credibility among the target by developing a highly- notes Donna population, and with policymakers who could Johnigan, help eliminate barriers to good jobs. skilled and motivated president of "The other important decision we made workforce." the Citywide as a group was to invest significant time Tenants Council. "We represent a large early in the process so that people could portion of poor people and their families, and listen to each other. We had so many we know about the barriers to getting and disparate groups working together who keeping jobsthe lack of childcare, didn't know one another and who didn't transportation problems, what it means to necessarily trust everyone at the table. The have a criminal record. We deal with these tenant organizations were skeptical because issues every day. If this project is going to they had seen so many initiatives come into work, we have to be involved. their communities with promises of jobs 50 and careers that never amounted to population into good jobs in the anything. Likewise, the businesses in our construction, manufacturing, health care, and community had been asked to support a office systems industries. Leaders of the number of jobs programs that fell short of Initiative plan to develop a "soft skills expectations. Understandably, these traces training" program that will prepare potential of skepticism and doubt had to be employees for the world of work and improve addressed. With the help of facilitators, we the customer service practices of agencies made time and opportunities for people to that support low-income residents seeking vent their frustrations, recognize mutual employment. "We view the Casey grant as a interests, andthento establish goals and capital investment," Burrows observes. delegate responsibilities." "We're going to build the program's Data Collectionand Analysis: "The infrastructure during the first few years, focus research piece done during the planning on quality over quantity, and demonstrate process was as good as that kind of work can that we can move people into the middle be," observes McDonald. "Not only did the class. Specifically, NOJI plans to move more steering committee take a hard look at the than 100 under- or unemployed certified New Orleans economy to determine what nursing aides to LPN or RN status." industries could sustain good jobs, they In addition to these goals, the NOJI contracted with a local firm to interview board and staff hope the Jobs Initiative will residents of public housing sites to learn more act as a catalyst to build capacity at the about the needs, capacities, and perceptions local community college. "We're very clear of the people the Initiative was designed to that one of the major system reforms we help. The committee hired another local want to focus on is at Delgado Community group to prepare inventories of local training College," notes Burrows. "We need to bring programs and human service providers. world class resources to the community When it came to designing the program and collegenothing less than the best. We developing the Strategic Investment Plan, we need to stimulate them to build a flexible, had information we needed to make employer-driven training portfolio that informed decisions." provides local businesses with the skilled workers that they need to grow. Delgado's The Years Ahead the linchpin in all this, and they're very excited about the possibilities." With the planning work behind them, The Citywide Tenants Council, the outcomes and results are now the order of the Jeremiah Group, and All Congregations day. During the first four years of the project, Together continue to figure prominently in NOJI intends to place hundreds of the future success of NOP. Representatives disadvantaged young adults from its target from these community-based organizations will be responsible for recruiting residents of their S I etg communities to participate in the Initiative. "It can work," asserts Barbara Major, In addition, they will help assess the social who served as acting executive director of the service needs of the prospective workers, and Initiative during the planning phase. "The provide much-needed social supportthe lack construction prototype is proof. But if it's of which often prevents inner-city residents going to work to its full potential, we must from moving into good jobs. "We're in this for never lose sight of the fact that this is not the long haul," notes Johnigan. "We're just another jobs program. It's larger than determined to prove that there are really good that. It's about how people grow into jobs, people out there who want to work and who and how industry changes the way it engages have the capacity to work." people. It's about changing the behavior of both the workforce and the community. We need to hold the entire community No Quick Fixes accountable so that people who want to NOJI is poised for success. It has already learn, work, and get ahead have access to demonstrated that community-based resources and opportunities. When that organizations, local service agencies, happens, we can all pat ourselves on the back employers, and the community college can for a job well done." join forces to strengthen the workforce in For more information about the New New Orleans. During the planning phase, Orleans Jobs Initiative, contact: NOR ran a successful prototype targeted at Darryl Maurice Burrows the construction industry. The Citywide Executive Director Tenants Councirs Uhuru Corporation and 1240North Claiborne Avenue the St. Thomas/Irish Channel Consortium New Orleans, Louisiana70116 recruited African American men from the (504) 529-2600 housing projects to participate in the training program. The Orleans Private Industry Darryl M. Burrows is Council offered work readiness and life skills executive director of the New training. The Associated Builders and Orleans Jobs Initiative. He Contractors, a local network of construction has served as vice president of employers, and Delgado Community College organizational development at provided occupational skills training and Neighborhood Progress, academic upgrading. Participants who Incorporated (Cleveland, OH) and Bethel New completed the program were placed into Life, one of Chicago's most successful community 18-month construction jobs with the Ritz- development corporations. He is co-author of Carlton Hotel. "Building Community: Social Science in Action."

52 n Inwteniew withr.Robert M. Franklin Dr. Robert M. Franklin, Jr., is President of the Interdenominational Theological Center (ITC) one of the nation's leading centers of historically African American religious training and graduate education. He has served on the divinity school faculties at University of Chicago and Harvard University,as well as Colgate-Rochester Divinity School and Candler School of Theology (Emory University). Prior to assuming the presidency of ITC, Dr. Franklin was a program officer at the Ford Foundation, where he had primary responsibility for grantmaking to African American churches engaged in secular social service delivery. Dr. Franklin is the author of two books, Liberating Visions: Human Fulfillment and Social Justice in African American Thought and Another Day's Journey: Mack Churches Confront the American Crisis. In the latter, he urges an activist Christian commitment by African American churches to resolve America's mounting social problems. Over the summer, Dr. Franklin took time from a hectic schedule to consider the role of religious institutions in promoting workforce development. Excerpts from that interview appear below. i(-Increasingly,government and philanthropic lives of individuals, but also to help fashion an ti).sitiCutionsare looking to religious institutions to economy that serves all people in the commu- cress issues of workforce development. nity. We are responsible for tending God's Welfare reform comes immediately to mind as household and ensuring that resources are an example. What are the theological and equitably distributed. moral bases for such activity? Another central teaching in the tradition is the belief that persons have been created in ALA central social teaching of both the the image of God. As such, we are called to bLbliewBible and the New Testament is be co-creators with God and are morally the link between the development of the moral obligated to contribute to the common good. person and the production of a just and good When our society pushes any of its citizens to community. Authentic spirituality is the margins of the economy by denying them conceived as a personal, developmental meaningful work and employment, we journey as well as a social, community-building deprive them of the opportunity to fulfill enterprise. Consequently, the moral person is their duty as co-creators. urged in sacred scripture to be exceedingly In arguing that religious institutions have concerned about the plight of the marginalized a role in promoting job creation and and disenfranchised in society: the poor, the workforce development, I offer one caution. unemployed, the disabled, the homeless. Being There is work in our society that does not rooted in this tradition, religious institutions in ennoble peoplework that fails to honor the contemporary society have a moral imperative inherent value and dignity of human persons. not only to develop and cultivate the spiritual In their effort to move women from welfare 53 to work, for example, I am concerned that will be consigned there has been a lack of creative imagination to underemploy- 641am afraid that on the part of government and policymakers. ment and churches have not There's a cynicism about what these women joblessness been sufficiently can learn and contribute. Putting a person throughout their proactive in holding behind a counter at a fast food restaurant adult lives. Reli- communities and without providing any social support, gious institutions training, or incentives to pursue future must not sit policymakers education does nothing to prepare that passively by and accountable for the person for the rapidly changing economy. It's ignore this crisis. education they a short-sighted soiution that will only It's an anti- provide poor contribute to the deepening sense of biblical, people.P9 hopelessness in many of our country's poor inauthentic families and neighborhoods. expression of spirituality to abandon the life of the public. anTat roles can congregations, conventions, In addition to giving voice to the struggles Ccl(iticlicatories play in promoting job creation of the disenfranchised, congregations can and workforce development? play a critical role in supporting people as they enter the workforce. I met recently with LT\hecontributions that religious representatives from the Department of Labor institutions\ can make to enhance and learned that job retention among women economic opportunity for under- and moving from welfare to work is as much a unemployed Americans are diverse and far- problem as, if not more than, recruitment reaching. The faith community should and placement. Many of these women lack work to ensure that poor people have the adequate support systems and sufficient self- resources and skills needed to participate in confidence to hold down full-time jobs. the economy and earn a decent wage. I am Religious institutions can work to improve afraid that churches have not been retention by offering counseling and support sufficiently proactive in holding commu- to people as they enter the labor force nities and policymakers accountable for the many for the first time. Another way education they provide poor people. It's a congregations can address the issue of public disgrace that there are children in retention is by organizing and establishing America who do not have access to social service programs that respond to the computers and who are not learning how needs of workers and families. For example, to use technology. These children are churches have an established reputation for falling farther and farther behind every day. providing high quality, affordable child care. Without basic competencies in technology, With appropriate technical assistance and math, and communications, these children financial resources, churches could expand 54 51,91.k:.t1;7,0 these services to meet the growing needs of lack of transportation is a significant barrier low- and moderate-income families. for low-income people as they enter the labor Churches can also support job creation market. Many of the under- and unemployed and workforce development by engaging in who live in inner cities do not have access to comprehensive community development. automobiles and cannot compete for jobs Churches can acquire property and develop located outside of cities. Church volunteers affordable housing. They can invest financial can help by sponsoring carpools so that resources to establish community-based credit people can get to work on time. Another unions and revolving loan funds to support way that volunteers can support people in local entrepreneurs. Churches can operate their efforts to maintain employment is to businesses and hire community residents as watch children on days when a child is too employees. We must not lose sight of the sick to go to school or day care or when a fact that religious institutions control scheduled babysitter cancels at the last financial assets thatwhen wisely invested momentsituations that often force parents in developing the capacity of peoplecan to miss work. By offering a support network lead to job creation and asset accumulation. for members of the local community, churches can help people get and keep jobs. Beyond financial resources, what assets can As far as intangible assets, churches possess \ ) rilus institutions contribute to workforce credibility and moral capital. They are development efforts? credible institutions because they have an unparalleled record of service in their an terms of concrete assets, churchesown r communities. Churches will be in buildings which can be used to house day communities after a government grant runs care programs and computer and literacy out or when other organizations pack up and classes for children and families. Congre- leave. If communities are serious about gations can partner with local community developing the capacity of people to prosper colleges to offer training programs on site for in the workforce, churches are a logical potential workers, and they can ask employers starting place for these efforts. from their local community to speak about In terms of moral capital, churches offer job opportunities. The church represents a people struggling to make it through each day safe and welcome space for people who might a sense of hope and encouragement. be reluctant to attend a college class or who Churches understand the value of patience would be hesitant to make an appointment to and endurance, and they can nurture these speak with a human resource representative at traits in people who suffer setbacks on a daily a local business. basis. We all know that holding down a job Churches have networks of volunteers can be a frustrating experience. It's a very who can support people as they enter the human response to want to pull back and labor force. We know, for example, that the quit when things get tough. But churches 55 .64) can support and sustain people through Management on the campus of ITC addresses difficult and trying times. They can help this issue by offering seminars and workshops people stay in jobs long enough to develop on financial management, strategic planning, new skills, compete for promotions, and proposal writing and grant management, and receive pay raises. leadership development. We are committed to developing the capacity of people who Floctocan foundations support religious lead religious institutions as one strategy for inistautionsin their efforts to strengthen strengthening local neighborhoods and local economies? communities. Finally, foundations can support workforce ertainly foundations control financial development by creating opportunities for rliircesthat congregations need to people to come together, share ideas, and provide day care, after-school programs, and learn from each other. During my travels transportation. I have seen numerous throughout the South, I have been impressed examples where faith communities have by the quantity and quality of programs being taken it upon themselves to respond to a sponsored by religious institutions. pressing social need and have become Unfortunately, most churches work in strapped for financial resources when word isolation from one another and lack the gets out about the program's quality and benefit of technical assistance and support. effectiveness. Foundation support can help Philanthropy can encourage learning and churches sustain and expand their social sharing among these institutions by service delivery and reach the growing supporting the dissemination of information, number of people who need assistance. convening church leaders, and facilitating Philanthropic investments can also support enhanced communications and networking. religious institutions' efforts to promote comprehensive community development Dr. Robert M. Franklin through land acquisition, housing is president of the construction, and business development. Interdenominational Foundations can use their resources to Theological Center in . develop the capacity of religious leaders to Adanta, Georgia. He is a operate programs. Many of the people who board member of the administer programs are extremely well- Congress of National Black Churches and the Joint intentioned and talented but have limited Center for Political and Economic Studies, an experience working with foundations and advisory board member of the Children's Defense local governments, managing complex Fund's Black Church and Community Crusade , budgets, and evaluating programs. The and a member of the Board of Governors for the Institute of Church Administration and Indiana University Center for Philanthropy.

56 Fount .ition for the Mid South: The Story of Workforce Miance and Mississippi County Established in 1991, the Foundation for the Mid South (FMS) was created to develop opportunities for progressive change in the Mid South states of Arkansas, Louisiana, and Mississippi. FMS operates in three principal program areas: economic development, education, and families and children. With financial support from the Pew Charitable Trusts and technical assistance from MDC, Inc., FMS began the Workforce Alliance (WFA) initiative in 1993. Operating in ten communities throughout the Delta, WFA seeks to raise the skill level of the Delta's labor pool to create a globally competitive workforce. The Walton Family Foundation has also provided significant funding for WFA. The story that follows documents the impact of Workforce Alliance on one Delta county Mississippi County, Arkansas.

The Beginning To upgrade the current workforce through workforce literacy and skills "It all began in 1993," recalls Sam Scruggs, training tailored to the needs of firms and executive director of the Mississippi County sectors that can expand the region's Economic Opportunity Commission economic base; (MCEOC). "The Foundation for the Mid To integrate unemployed and marginally South ran an article in the local newspaper employed adults into the labor market about a new program it was launching through skills and pre-employment throughout the Delta. It sounded like training; and something Mississippi County should be involved in, so Robin [Myers] and I made the To prepare the workforce of the future drive to West Memphis. That car ride was by linking middle schools, secondary the first of dozens we would make together schools, postsecondary technical training, over the next five years." and employers to facilitate school-to-work When Robin and Sam arrived in West transition and postsecondary training for Memphis, they learned about Workforce young adults. Alliance, an FMS initiative to enhance the From the first meeting, the Foundation for quality of the workforce in the Delta region the Mid South made it clear that the only by providing resources and incentives for all communities that would be eligible to sectors of local communitiesschools, participate in the initiative were those that businesses, educational institutions, religious had potential for economic growth, an institutions, and nonprofit organizationsto educational infrastructure that included rethink, redirect, and reform their educational public secondary and postsecondary and training systems. Workforce Alliance was institutions, and a commitment to working designed to accomplish three primary goals: across the divisions of race, class, gender, and 57 60P geography. They were also looking for Mississippi County was a region that could live communities that embodied an ethos of up to the Foundation's high expectations. achievement and high expectations. "We knew we had the right mix of assets to be FMS Vice President for Programs Dr. competitive," adds Myers, the Vice President Beverly Divers-White explains: "Workforce for Instruction at Mississippi County Alliance had at its core a commitment to Community College. strengthen the workforce in the Delta. But "We had people with a strong work ethic we were equally committed to promoting who wanted to be employed and an comprehensive community change. It was infrastructure that could support economic our contention that the region could not growth. The leaders of our schools shared the develop an economy that served all its people FMS philosophy, and our Chamber and local without adopting a new social compact. businesses were committed to hiring more "The compact we proposed emphasized workers from the local community. It felt like high academic achievement and rejected the right time to respond to the Foundation any social tolerance of low performance and and pursue their support." Mississippi County standards. We were intentional about submitted a planning grant application to identifying communities that had demon- FMS and was selected as one of four regions strated commitment to three core values: to receive a $25,000 planning grant. they operated under the assumption that all Over the next nine months, a core group children and adults can learn; they could of educators, business and civic leaders, and provide evidence of public education and nonprofit executives from across Mississippi training institutions, families, and the local County met with teams from the Arkansas community accepting shared responsibility mid-Delta, the Mississippi Delta, and the for the education of its residents; and they Louisiana parishes of Ouachita and were committed to the principle that Morehouse. They met in Blytheville (AR), educational and training institutions should Greenville (MS), Monroe (LA), and be shaped to meet the needs of the learner, Vicksburg (LA); Holiday Inns and Ramada rather than learners shaped to fit the wants Inns became second homes. of the institution. These were the non- During their travels throughout the Delta, negotiable values that informedand the Workforce Alliance counties participated continue to informthe selection of in a comprehensive planning process designed Workforce Alliance communities." by MDC, Inc., a Chapel Hill-based research organization, and the Foundation for the Mid The Planning Process South. "It was rigorous training," Dr. White recalls. "The communities had to learn about On the drive back to Blytheville, Robin workforce development systems, collect and and Sam reached the same conclusion: not analyze data about employment patterns in only was Workforce Alliance something that their regions, and establish a shared vision Mississippi County should be involved in, but and comprehensive action plan for 58 ,35 3 developing a competitive and productive process of community change. Members of workforce. The process forced them to takea the planning committee learned about hard look at who was well-served by the decision making within teams, methods for economy and where the gaps were within the conducting effective meetings, the value of current education stakeholder and force field analyses, processes 44 Itwas our and training by which effective collaboration is nurtured contention that the systems. The and sustained, and strategies for imple- region could not teams could not menting and monitoring change within develop an economylay out a vision for structures and systems. that served all its the future without "The training process was long and having a clear grueling," reflects Mike Wilson, an FMS people without grasp on their board member and a member of the adopting a new current situation Mississippi County steering committee. "But social compact.9 9 and structure." it was absolutely essential. The content of As part of their data collection and vision the planning process opened our eyes to the development, planning committee members importance of developing new workforce solicited input from community members. systems if we wanted to be economically "The community meetings taught all of us a viable in the 21st century. The structure of lesson about community change," Scruggs the planning process gave residents of the says. "We learned that you just can't hold a northern and southern parts of the county a meeting at 10 a.m. at the public library or the chance to work together on real problems Chamber of Commerce and expect people to and to assess where we were strong as a team show up. Most of the people we wanted to and where we needed to improve." talk with and learn from worked during the day and could not take time off from their jobs. Others didn't have transportation to Implementation get to the meetings. Still others were With the nine-month planning phase reluctant to come and talk because they had under their belt, Sam, Robin, Mike, and the no reason to believe that things were going other committee members put pen to paper to change as a result of the conversations. and prepared Mississippi County's proposal to We had to rethink our approach to the FMS requesting $400,000 over four years to meetings to ensure that people who have support Workforce Alliance. The application been historically excluded from conversations required the planning team to integrate skills in the county could attend and feel free to and knowledge gained during the strategic talk once they got there." planning process. "The implementation In addition to challenging steering proposal was the culmination of nine months committee members to think more critically of learning and working together," notes about the local economy, the training helped Wilson. "It required that we be clear about build the capacity of the four teams to lead a our vision for the county's future and the 59 4 long-term objectives of our work. We had to Mississippi County Economic Opportunity think systematically about the obstacles and Commission (MCEOC) have worked barriers we would likely encounter and together to establish a Kids College at develop strategies for leveraging local MCCC. The program, designed to resources and assets to realize our goals. improve access to college for parents of "But perhaps most importantly, the small children, is housed at MCCC and proposal forced us to identify measurable operated by the outcomes and indicators of success. We had Economic Oppor- 66 Theemphasis to be clear about what we wanted to tunity Center. on evaluation accomplish, how we would know if we were MCEOC is in the and assessment process of building a successful, and what standards we would use at the beginning to hold ourselves accountable to each other, new center down of the work has the community, and the Foundation. The the street from the emphasis on evaluation and assessment at the community college kept us focused beginning of the work has kept us focused on to provide addi- on the big tional child care the big picture and given us a framework to picture.' 9 think about how we invest our limited services for MCCC human and financial resources." students. "All that time in the car paid off," says Scruggs. "Robin and I spent hours upon hours talking about how the county Results could help eliminate barriers to education and employment for people who want to The investment in planning paid off work. This was a concrete way our handsomely for the team from Mississippi agencies could address the issue." County. In late Fall 1994, the Foundation for the Mid South selected Mississippi Improved coordination of existing County Workforce Alliance (MCWA), resources. MCCC in Blytheville and Ouachita and Morehouse Parish Workforce Cotton Boll Technical Institute in Alliance, and Mississippi Delta Workforce Osceola have joined forces to enhance Alliance to receive four-year implementation services provided to current and potential grants. "We celebrated when we heard the employers. When a local steel mill news, breathed a sigh of relief, and got ready expressed interest in developing a welding to work," says Myers. program for nontraditional workers, for Their work over the last four years has example, Cotton Boll developed the yielded significant results. The fruits of the curriculum for training and MCCC met their labor include: with employers and developed a survey instrument to assess barriers to Unprecedented levels of collaboration employment. "It's one example of how we among institutions participating in Workforce Alliance. Mississippi County can share our resources to serve employers Community College (MCCC) and the more efficiently," says Myers. 60 65 Increased access to jobs for the under- residents. The women and men who and unemployed. "Workforce Alliance participated in the program acquired skills has been a catalyst for groups throughout in plastering, basic carpentry, landscaping, the county to reach out to people without sheetrock and roofing installation, and jobs," notes June Malone-Hill, executive landscaping. Over the past several years, director of Mississippi County Workforce participants have helped to restore Alliance. Local churches helped identify dilapidated housing, maintain local public county residents who live in public parks and city buildings, and construct a housing and receive welfare for the Each bank in a neighboring town. One Reach One program. Participants The skills learned, knowledge gained, in the program receive job training and and relationships established during the support services in an effort to move them Workforce Alliance planning process also from welfare to work. played a significant role in the County's As part of the Job Seek and Keep designation as an Enterprise Community. Program, human resource directors and "When the Empowerment Zone/Enterprise industry representatives have gone into Community initiative was announced, we the community to recruit potential had all the pieces in place to make a employees. "The employers are successful application," says Scruggs. "We committed to breaking down the barriers knew the needs of the county, as well as that lead to unemployment," says Malone- our resources. We had a vision for the Hill. "They've gone to churches and future and committed stakeholders. Our community centers and accepted job infrastructure was in place. The nine applications on site." MCWA reports that months of planning served us well...again." more than 30 county residents have secured employment through the program. The HR directors also partnered with Lessons MCCC to introduce the Workforce The past five years have been a time of Orientation and Retraining Keys program rich learning and development for the (W.O.R.K.) targeting marginalized Foundation and the participating Workforce workers. Participants who successfully Alliance counties. As she sits in a complete the seven-week intensive community center in Blytheville, Arkansas, training program are given priority for jobs Dr. White reflects on the lessons learned in local industries. since the program's inception: Community renewal and development. "We sensed from the beginning that With funds from a Workforce Alliance involvement of grassroots leadership was mini-grant, the town of Birdsong, critical if Workforce Alliance was going to Arkansas, initiated a construction reach its potential. People who work in the apprenticeship program for ten town mills and those who are unemployed have different perspectives and issues than the 6 I leaders who traditionally design programs. over $900,000 in that area. Our challenge is What we did not expect was the time and to strengthen the partnership and attract resources it would take to recruit grassroots more resources for both efforts." leaders and to build the capacity of diverse leaders to work together as equal partners. "Our focus on systems reform seems to be A Closing Reflection on target. We're seeing real progress in "When Sam and I made the first trip to Mississippi County and the other Workforce West Memphis, we never could have foreseen Alliance regions in terms of linking secondary the impact Workforce Alliance would have in and postsecondary educational institutions Mississippi County," reflects Robin Myers. with employers to create a stronger workforce. "We talk about our county in a different way We've learned, however, that inadequate now. We name our assets and speak with transportation systems and the lack of optimism about our future. We've had some affordable child care continue to impede rural heated conversations about what it means to workforce development. Many workers in be black in Mississippi County and about what rural counties are employed in mills and it means to be low-income. As a result, the factories that operate second and third shifts. businesses and schools are changing how we If they don't own a car and can't catch a ride operate to serve the diverse needs of our with someone, they might have to pay up to county's people. The next ten years will make $20 a day for a cab. Likewise, the cost of child or break Workforce Alliance and Mississippi care makes it almost impossible for workers to County. We're poised for success, but we have meet their monthly bills, let alone save money. to stay focused to make it happen." "Finally, we've learned how important financial capital is to promote workforce and Dr. Beverly Divers- economic development. We designed White is the vice president Workforce Alliance as one component of the for programs at the Delta Partnership that included:the Foundation for the Mid establishment of the Enterprise Corporation South. She is the former of the Delta (ECD). ECD has played a superintendent of the Lee pivotal role in supporting the establishment County School District in Marianna, Arkansas. and expansion of small- and medium-sized In that position, Dr. White focused on businesses in the Delta. Their investments strengthening the infrastructure of a small, support job creation in a region where well- rural, economically impoverished lower paying work is in short supply. Mississippi Mississippi Delta school system. County is a good example. ECD has invested

62 A Final Thought

Our deepest fear is not that we are inadequate, Our deepest fear is that we are powerful beyondmeasure.

It is our light, not our darkness that most frightensus. We ask ourselves, who am I to be brilliant,gorgeous, talented and fabulous?

Actually, who are you NOT to be? You are a child of God. Your playing small doesn't serve the world. There's nothing enlightened about shrinkingso that other people won't feel insecure aroundyou.

We are born to make manifest the glory that is withinus. It is not in some of us, it is in everyone. And as we let our own light shine,we unconsciously give others permission to do the same. And as we are liberated fromour own fear, our presence automatically liberates others.

Nelson Mandela

63 Special Thanks Many people have taken time from their busy lives and professional commitments to contribute to this report. We extend our gratitude and appreciation to them all.

Dr. Jackie Anglin, Berry College Leslie Graitcer, BellSouth John Newsom, Greensboro Foundation News & Record George Autry, MDC Nova Henderson, MDC Dr. George Penick, Foundation for Darryl Burrows, Greater New the Mid South Orleans Jobs Initiative June Malone-Hill, Mississippi County Workforce Alliance Steven Prigohzy, Public Eudcation William Bynum, Enterprise Foundation Corporation of the Delta Lynn Walker Huntley, Southern Education Foundation Sarah Rubin, MDC Richard Campbell, Enterprise Corporation of the Delta Gregory Ben Johnson, Greater New Beatrice Clark Shelby, Boys, Girls, Orleans Foundation Adults Community Development Dr. Art Carter, Virginia Eastern Center Shore Economic Empowerment Donna Johnigan, Citywide Tenants and Housing Corporation Council Dr. Marilyn Sheerer, East Carolina University Catherine Cunniff, MDC Martin Lehfeldt, Southeastern Council of Foundations Samuel Scruggs, Mississippi County Leigh Ferguson, Chattanooga Economic Opportunity Carol Lincoln, MDC Neighborhood Enterprise Commission Barbara Major, St. Thomas Health Dr. John Fischetti, The University of Leah Totten, MDC Louisville Clinic Kay Watkins, Xavier University of Alden McDonald, Jr., Liberty Bank Dr. Norman Francis, Xavier Louisiana University of Louisiana and Trust Dr. Beverly Divers-White, Dr. Robert Franklin, Sarah Morgan, Lyndhurst Foundation for the Mid South Interdenominational Theological Foundation Center Gayle Williams, Mary Reynolds Jack Munah, Lyndhurst Foundation Babcock Foundation Dr. Ronald French, Metropolitan Robin Myers, Mississippi County Area Committee Michael Wilson, Lee Wilson Community College and Company Linetta Gilbert, Greater New Orleans Foundation

Credits

Senior Consulting Editors and Writers: Photography: Mark and Tracy Constantine Jerry Berndt Durham, NC Cambridge, MA Eric Crossan Design: Townsend, DE Glenn Overman & Associates Jacksonville, FL Raymond Holman, Jr. Philadelphia, PA Publisher: Michael Myers Jessie Ball duPont Fund Jacksonville, FL J acksonv ille, FL Robert J. Willis Printing: Jacksonville, FL Paramount Miller Graphics, Inc. J acksonv ille, FL

64 JESSIE BALL FDUPONT UND

225 WATER STREET SUITE 1200 JACKSONVILLE, FLORIDA32202-5176 1-800-252-3452 (904)353-0890 FACSIMILE (904)353-3870 70 U.S. Department of Education Office of Educational Research and Improvement (OERI) National Library of Education (NLE) Educational Resources Information Center (ERIC)

REPRODUCTION RELEASE jeCnaffl: RC- Cl/744 (Specific Document) I. DOCUMENT IDENTIFICATION:

Title: Investing in our Future: A Southern Perspective (Jesse Ball Dupont Fund, Number 6, Fall 1998)

Author(s):7, ,JA (1,e72, Corpor te Source: Publication Date: 46.".te a`.g...,,c II. PRODUCTION RELEASE:

In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in the monthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper copy, and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, if reproduction release is granted, one of the following notices is affixed to the document.

If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottom of the page.

The sample sticker shown below will be The sample sticker shown below will be The sample sticker shown below will be affixed to all Level 1 documents affixed to all Level 2A documents affixed to all Level 2B documents PERMISSION TO REPRODUCE AND PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL IN PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIALHAS MICROFICHE, AND IN ELECTRONIC MEDIA DISSEMINATE THIS MATERIAL IN BEEN GRANTED BY FOR ERIC COLLECTION SUBSCRIBERS ONLY, MICROFICHE ONLY HAS BEEN GRANTED BY HAS BEEN GRANTED BY \e \e

'ck4? 4fr``c C." TO THE EDUCATIONAL RESOURCES TO THE EDUCATIONAL RESOURCES TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) INFORMATION CENTER (ERIC) INFORMATION CENTER (ERIC) 2A 23 Level I Level 2A Level 2B 7 7 Check here for Level 1 release, permitting reproduction Check here for Level 2A release, permitting reproduction Check here for Level 28 release, permitting and dissemination in microfiche or other ERIC archival and dissemination in microfiche and in electronic media reproduction and dissemination in microfiche only media (e.g., electronic) and paper copy. for ERIC archival collection subscribers only

Documents will be processed as indicated provided reproduction quality permits. If permission to reproduce is granted, but no box is checked, documents will be processed at Level 1.

I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate this document as indic above. Reproductidn f m the ERIC microfiche or electronic media by persons other than ERIC employees and its system contra o quires penni frothe copyrig t holder. Exception is made for non fit reproduction by libraries and other service agencies to sails rmation nee f ed tors onse to discrete inquirips... e- Sign Signatu Printed.Name/Positio here,) \Nee-V`Li organizatiorad.ss please 124%cS*41. Cite: 143 4%13 '0+ 531 0 Date: r- Ft_ -sx,2-.0z. ggaria. elta ntacAtI(over) III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE):

If permission to reproduce ranted to ERIC, or, if you wish ERIC to cite the availability of the document from another source, please provide the following information regarding the availability of the document. (ERIC will not announce a document unless it is publicly available, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria are significantly more stringent for documents that cannot be made available through EDRS.)

Publisher/Distributor:

Address:

Price:

IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER:

If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriate name and address:

Name:

Address:

V. WHERE TO SEND THIS FORM:

ERIC/CRESS AT AEL Send this form to the following ERIC Clearinghouse: 1031 QUARRIER STREET - 8THFLOOR P 0 BOX 1348 CHARLESTON WV 25325

phone: 800/624-9120

However, ifsolicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, return this form (and the document being contributed) to: ERIC Processing and Reference Facility 1100 West Street, 2nd Floor Laurel, Maryland 20707-3598

Telephone: 301-497-4080 Toll Free: 800-799-3742 FAX: 301-953-0263 e-mail: [email protected] WWW: http://ericfac.piccard.csc.com

EFF-088 (Rev. 9/97) PREVIOUS VERSIONS OF THIS FORM ARE OBSOLETE.