DECEMBER 2020 2019 Annual Report 2019 DATA & IMPACT REPORT Our Purpose & Vision MESSAGE FROM OUR PRESIDENT & CEO Purpose Improving the lives and futures of children, youth, Dear Friends, and families as we serve communities in Baltimore and Washington, DC with holistic and transformative It is with great pride that we share our 2019 Annual Data & Impact opportunities. Report. This was a pivotal year for Living Classrooms, an inflection point to position us for an even stronger and brighter future. Vision We are grateful to all of our supporters for stepping up with us to build To continue supporting communities in becoming new momentum and invest in the talent and resources needed to strong, equitable, and sustainable through effective positively transform the lives of underserved children, youth, and adults education, workforce, and health and wellness in both Baltimore and Washington D.C. opportunities that address deeply-ingrained challenges, by setting high e xpectations for academic achievement, living-wage job placements, improved community health and safety, and increased constituent engagement. James Piper Bond President & CEO 1 Health & Wellness The Heartbeat Education of Communities In order to help transform historically underserved and marginalized communities, we recognize that we cannot have a singular focus - but rather an ecosystem of programs and services working together. As a result, Living Classrooms has intentionally incubated, cultivated, and grown programs in four priority areas. These areas are: (1) EDUCATION (2) WORKFORCE DEVELOPMENT Violence Workforce Prevention Development (3) HEALTH & WELLNESS (4) VIOLENCE PREVENTI ON 2 MORE THAN A NUMBER HOW LIVING CLASSROOMS MEASURES AND ARTICULATES OUR IMPACT Sharing our Successes & Impact with Key Stakeholders What's in a In recent years, non-profit organizations' have been asked to "show more impact" by donors. "STUDENT DAY? However, the concept of impact is often a value-judgement and there is not a universal agreed upon metric or method to measure or articulate an organizations' unique societal contributions or "impact". As a result, Living Classrooms takes an evidence-based and research centric [1] Warm Nutritious Meal Source: Rausch, R. (2013). Nutrition and academic performance in school-age children approach in designing and developi ng programs that maximize our impact to our targeted the relation to obesity and food insufficiency. J Nutr Food Sci, 3(02). audience. For example, in Education, we often cite the following metrics to measure and articulate our impact: # of people served, # of student days, and program attendance rates as [2] Homework Support Source: Cosden, M., Morrison, G., Gutierrez, L., & Brown, M. (2004). The effects of our key metrics of success. homework programs and after-school activities on school success. Theory into Practice, 43(3), 220-226. Why? Because each metric represents much more than what the indicators exemplify. For [3] Extra-Curricular Activities (Art, Music, Fitness) instance, each "student day" or interaction with a program participant represents a student Source: Fredricks, J. A., & Eccles, J. S. (2005). Developmental benefits of extracurricular involvement: Do peer characteristics mediate the link between receiving: (1) a warm nutritious meal, (2) group or individualized homework support, (3) extra- activities and youth outcomes?. Journal of Youth and Adolescence, 34(6), 507-520. curricular activities such as music, art, and physical education, (4) mentoring from a caring adult [4] Mentoring & Coaching figure, and (5) a safe nurturing space that cultivates the human growth experience. With Source: Lindt, S. F., & Blair, C. (2017). Making a difference with at-risk students: The research supporting and guiding our strategic approach, we are able to share with confidence to benefits of a mentoring program in middle school. Middle School Journal, 48(1), 34-39. our key stakeholders that Living Classrooms is indeed positively transforming and "impacting" [5] Provide A Safe & Nurturing Space the lives of children, youth, and adults living in underserved communities. As a result, Living Source: Halpern, R. (1999). After-school programs for low-income children: Promise Classrooms contextualizes the complex challenge of measuring our "impact" by using metrics and challenges. The future of children, 81-95.. that best capture and summarize our results. 3 34,746 110K +44% 4 Our Scope & Scale # OF PEOPLE SERVED VIA DIRECT PROGRAMMING WORKFORCE H E A L T H & VIOLENCE EDUCATION DEVELOPMENT WELLNESS PREVENTION 22,473 1,549 1,216 9,508 5 Participant Growth Participant growth rate compared to 2018 Our Wraparound Education Support Model Instructional Dosage # of hours of direct instruction or Facilitating learning through our hands on learning approach homework support I love coming to the UA House after school because we get to learn new things, do our homework, and have fun in the gym and music lab. "Touch Points" [Student Days] # of times we directly worked with children, youth, and adults 6 7 Uplifting family trajectories by helping individuals become self-sufficient 8 Helping communities become stronger & healthier 1 After-school programs have gained national attention as a means to provide additional academic, social, and recreational opportunities for youth. Poor, inner-city communities are especially in need of these programs because urban youth often lack the safe parks, sports teams, clubs, and other enriching opportunities that are typically offered in middle-income and affluent communities . As a result, Living Classrooms provides fitness programs and sports leagues to its constituents. Source: Lauver, S. C. (2002). Assessing the benefits of an after-school program for urban youth: An impact and process evaluation 2 Over the last ten years, the gap in swimming participation between Whites and other minority groups has been well documented. Moreover, the intrapersonal, interpersonal, and structural constraints to swimming participation by African Americans have been clearly delineated. With the challenges surrounding the minority swimming gap acknowledged, Living Classrooms created a best-in-class swim program in partnership with the Michael Phelps Foundation. Source: Waller, S., & Norwood, D. M. (2011). What African Americans can do to bridge the swimming gap: A call to action. International Journal of Aquatic Research and Education, 5(4), 10. 3 Research suggests that having a healthy, balanced diet improves brain capacity, maximizes cognitive capabilities, and improves academic performance in school-age children. As a result, Living Classrooms provides our students and program participants with nutritious meals. Source: Rausch, R. (2013). Nutrition and academic performance in school-age children the relation to obesity and food insufficiency. J Nutr Food Sci, 3(02). 9 Helping communities become stronger and safer 4 5 4 Conflict mediations represent an instance where our Safe Streets team members de-escalated a dangerous situation that may have led to either violence, shootings, or homicide. 5 Our community events metric measures the # of people we connect with to create stronger communities, improve communication, and provide a safe and fun event for families to attend. 10 Providing children, youth, and adults with opportunities to engage, learn, and give back to the community. 11 $1.1 Million THE ECONOMIC IMPACT GENERATED BY VOLUNTEERS 8,344 612K 170 # OF ADULT AND # OF TIMES PEOPLE COMMUNITY STUDENT VOLUNTEERS VISITED OR USED OUR ENGAGEMENT COMMUNITY ASSETS SESSIONS 12 2019 VOLUNTEER PARTNERSHIPS 2019 VOLUNTEERS COMMUNITY & EDUCATION CORPORATE PARTNERS Adopt-A-Park Jemicy School U.S. Army Accenture Adopt-A-Stream Johns Hopkins Hospital University of Delaware Aerotek AmeriCorps Johns Hopkins Medical Institute University of Maryland, College Park The Agora Companies Anacostia Riverkeepers Johns Hopkins University U.S. Coast Guard Allegis Global Solutions Anacostia Watershed Society Johns Hopkins University - Art Brigade Visit Baltimore ARCO Design/Build Baltimore City College Johns Hopkins University – Applying Science with Washington, DC Green Zone Environmental Youth Baldwins Station Baltimore City Police Department Kids (ASK) Employment Program BGE Baltimore Leadership School for Young Women Johns Hopkins University - Female Leaders of Color Washington and Lee University Bloomberg, LP Benjamin Franklin High School Johns Hopkins University - School of Nursing Watershed Stewards Academy Blue & Obrecht Bloomberg Scholars Johns Hopkins University - SOURCE Western Senior High School Brewers Hill Hub Bryn Mawr High School Johns Hopkins University, Alumni Wild Wilderness Women Brown Advisory Carey School of Business Johns Hopkins University, Applied Physics Laboratory Year Up CareFirst Chesapeake Conservation Corps (CCC) Living Classrooms’ Associate Leadership Council Youth Conservation Corps CarMax Christmas Angels Living Classrooms’ Board of Trustees YouthWorks, Baltimore City Youth Employment Casey Trees City High School Loyola University of Maryland Program CLEAResult City Springs Elementary Middle School Maryland Department of the Environment CohnReznick Civic Education Project Merganthaler Vocational Tech High School Constellation Coppin State University MICA The Crossroads School Mentors Cub Scouts of America Morgan State University East Baltimore Development, Inc. (EBDI) Department of Energy and Environment Mount St. Mary's University emocha Mobile Health, Inc. Department of Homeland Security National Park Service