Whatever It Takes 2012 ANNUAL REPORT Contents 2 Letter from the Chairman and President 5 The Five Basics 6 Highlights and Accomplishments - 2012 10 Communities In Schools By the Numbers Photo by Scott Henrichsen 14 Fiscal Year 2012 Financial Snapshot 16 Fiscal Year 2012 Contributors 18 National Board of Directors 20 National Leadership Council 22 State Offices and Local Affiliates A Message from the Founder, Bill Milliken 81% of students met their academic 26 achievement improvement goals Photo by Scott Henrichsen COMMUNITIES IN SCHOOLS • 2012 ANNUAL REPORT 1 Photo by Tosca Radigonda / AP Images for P&G Communities In Schools has a vision: evidence-based and sustainable to those needs. They develop Every child in need in America will student success model of integrated relationships with students, monitor have a community of support in and Letter from the student supports. their progress and constantly make adjustments in response to how outside the classroom, and millions Communities In Schools has students are doing. more students will stay in school, Chairman and President replicated its model in school graduate and succeed in life. settings across urban, suburban Whatever it takes—academic help, In the continuing debate about because they live in poverty. The the dropout rates. Each and Every basic human needs as food, shelter and rural districts—doubling the direct provision of health care, support school reform, too often we forget data show that low socioeconomic Child, a report prepared for the U.S. and health care; few opportunities number of students served over the groups, counseling, transportation, Photo by Barbara Kraft the point of it all—the children. At status often predetermines academic Secretary of Education by the Equity to develop social/emotional learning last 10 years. The model provides donated goods, mentoring, after- We want to thank Communities In least 11 million of those children failure, and since poverty rates are and Excellence Commission, recently skills critical to functioning in society; an adaptable framework within school programs, cash assistance, Schools staff and our dedicated start their first day of school with disproportionately high among black reported an astonishing calculation: absence of consistent adult role which we organize comprehensive food, a place to live—site coordinators board of directors, who have worked the deck stacked against them— and Hispanic Americans, so are If Hispanic and African American models; and little in the way of and integrated supports in each turn to the community, bringing tirelessly over the year to move that student performance increased to support systems and enrichment participating school through a single volunteers and local business partners vision closer to reality, and our funders, the same level as white students experiences available to children point of contact—the site coordinator. into the schools to make student without whom the vision would be * and maintained there over 80 years, in stable, adequately resourced achievement possible. With their needs a pipedream. We extend our deep Photo by William Waybourn The facts tell the story: an estimated $50 trillion would be families—all contribute to the despair Site coordinators are consistent, met, children come to school ready to appreciation to the almost 70,000 added to the economy. and frustration of at-risk students, caring adults whose only job is learn and teachers are free to teach. Americans who have stepped up as Every 26 seconds, a child in America drops out of even though they may be bright and to support students to succeed. volunteers across the Communities In 1 school and into an uncertain future. The “education crisis” is not limited fully capable of achieving in school. We often have the opportunity to The power of our student-centered Schools network, and the more than Elaine Wynn to schools; it is both a result and a travel to education sites served approach lies in the potential for 4,000 passionate professionals who National Board Chairman More than 16 million children in the United States – driver of much larger societal and We understand those realities, deeply by Communities In Schools, and permanent, intergenerational change say proudly, “I work for Communities 22% of all children – live in families with incomes below economic trends, especially the and passionately, and we have a the privilege to meet many of without further intervention. We have In Schools” and keep that vision daily the federal poverty level.2 growing income gap between rich proven model that works for many these extraordinary and dedicated seen it again and again—students in their minds and in their hearts. This and poor. The failure to change different kinds of students, in many individuals who change lives one day we serve lifted to a new level of annual report documents the incredible Students of color are up to six times more likely to the status quo threatens the social different kinds of schools, in many and one student at a time. expectation, achievement and work of this growing movement, led 3 fabric of American society, as well as different kinds of communities. We aspiration; that is the level at which by Communities In Schools, to help attend low-performing schools. Daniel J. Cardinali prospects for the U.S. economy and are on the front lines of this country’s The Communities In Schools model their children begin. And, because children succeed and families rise out National President The average African American eighth grader is performing the strength of our nation’s security. education and social crisis, focused empowers site coordinators to an essential element of our model of poverty. At Communities In Schools, we know on the lowest-performing schools innovate and adjust the model to the is the expectation that students will at the 19th percentile of white students in math; the 4 that traditional reform strategies and the students most vulnerable schools and students they serve. give back, Communities In Schools With gratitude, average Hispanic student is at the 26th percentile. fail to address what poor kids are to dropping out. We are making a They assess school and students’ alumni also lift up their communities * See page 11 for details. dealing with every day: lack of such difference with our cost-effective, needs and tailor services to respond with their commitment to service. 2 COMMUNITIES IN SCHOOLS • 2012 ANNUAL REPORT COMMUNITIES IN SCHOOLS • 2012 ANNUAL REPORT 3 The Five Basics Our work is guided by the Five Basics, a set of essentials that every child needs and deserves. A one-on-one relationship with a caring adult Photo by Scott Henrichsen 1 At the heart of what we do is building relationships. Children need positive role models to help them navigate their way to adulthood. Our site coordinators, and the mentors and tutors they provide, encourage students and remove obstacles to success. “It’s easy to make the decision to have Communities In Schools be A safe place to learn and grow a part of your school because the We engage communities to create safe environments for students in their schools, neighborhoods and 2 return on investment, the kind of programs that take place during non-school hours. impact it makes on our children A healthy start and a healthy future and in our children’s lives, and 3 For children who lack basic services like medical care and nutritious food, we partner with local agencies and the gaps that it fills no teacher, food banks to provide access to physical and mental health services, dental services, counseling and food principal, assistant principal or backpack programs. counselor will ever be able to fill. Communities In Schools has A marketable skill to use upon graduation been a godsend. No matter 4 We understand that the path to success includes preparing young people for life after high school. Our where I go in my career, I’m going site coordinators focus on career development and college readiness, and we help provide access to to take Communities In Schools postsecondary education. with me… it helps meet the Mission needs of the entire child as well A chance to give back to peers and community as the family.” Young people need to feel like they have something to give back. We work with students to build their The mission of Communities In Schools is to surround 5 — Dr. Sharon M. Shields, Superintendent of La Vega ISD, Texas confidence and strengthen their service involvement. Our Alumni Network keeps former students connected students with a community of support, empowering to each other and their communities. them to stay in school and achieve in life. 4 COMMUNITIES IN SCHOOLS • 2012 ANNUAL REPORT COMMUNITIES IN SCHOOLS • 2012 ANNUAL REPORT 5 Photo by Don Usner independent five-year evaluation, encompasses learning and coaching further strengthen our program sessions with experts in all areas of Highlights and model, and create a rigorous base of nonprofit executive leadership, as well evidence for Communities In Schools as action learning projects. We also effectiveness that is unique to the field implemented our new partnership Accomplishments-2012 and reinforces the case for integrated with BoardSource to provide every student supports as a cornerstone of state office and local affiliate access to Student Achievement Schools’ evidence-based practice. Expansion federal education policy. extensive information and assistance During the 2011-2012 school year, Operating by TQS standards has We have re-established a Communities programs about best practice in Photo by Marc Monaghan 2012 Unsung Heroes 1.25 million students received support proven to further guarantee financially In Schools state office in South Return On Investment building and engaging nonprofit During the 2011-2012 school year, Award Recipients from Communities In Schools in over strong affiliates who are serving Carolina to lead the expansion into In May 2012, Communities In Schools boards of directors.