putting-collective-impact-in-context-wallace-final-oct-2015
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putting-collective-impact-in-context-wallace-final-oct-2015
PUTTING COLLECTIVE IMPACT IN CONTEXTACKNOWLEDGMENTSWe have benefited from the assistance of many others as we wrote successive drafts of this working putting-collective-impact-in-context-wallace-final-oct-2015 paper. We are especially grateful to The Wallace Foundation for providing both the impetus and financial support for this work. Even more, however, many individuals at the Foundation have been enthusiastic and insightful thought partners with US. sometimes offering encouragement and sometimes pushi putting-collective-impact-in-context-wallace-final-oct-2015ng US to reach for greater clarity or depth, and always in the right doses.We also want to acknowledge two research assistants, both Ph.D. students inputting-collective-impact-in-context-wallace-final-oct-2015
the Politics and Education program at Teachers College, Columbia University. David Houston has worked with US from almost the beginning of the projecPUTTING COLLECTIVE IMPACT IN CONTEXTACKNOWLEDGMENTSWe have benefited from the assistance of many others as we wrote successive drafts of this working putting-collective-impact-in-context-wallace-final-oct-2015ad role in gathering qualitative information about specific programs. Both are full members of the team who contributed ideas and insights for which we are very appreciative. Two additional Ph.D. students, Melissa Arnold (Politics and Education) and Iris Hemmench (Sociology and Education), joined th putting-collective-impact-in-context-wallace-final-oct-2015e team at a later date and have been part of our continuing research.All errors and omissions are, of course, the full responsibility of the authors.Cputting-collective-impact-in-context-wallace-final-oct-2015
ITE AS:Hemg, J. R., Riehl, c. J., Rebell. M. A.. & Wolff. J. R. (2015). Putting collective impact in context: A review of the literature on local crosPUTTING COLLECTIVE IMPACT IN CONTEXTACKNOWLEDGMENTSWe have benefited from the assistance of many others as we wrote successive drafts of this working putting-collective-impact-in-context-wallace-final-oct-2015his is a working paper reporting on the early stages of an ongoing project We welcome feedback on matters of fact and interpretation, which should be sent to the co-principal investigators, Jeffrey R. Henig and Carolyn J. Riehl, at henig@tc.Columbia edu and riehl^tc columbia.edu.'i’ e p s aDepartmen putting-collective-impact-in-context-wallace-final-oct-2015t of Education Policy & Social AnalysisTeachers College. Columbia University http://www.tc.columbia.edu/epsaPUTTING COLLECTIVE IMPACT IN CONTEXT:A REVputting-collective-impact-in-context-wallace-final-oct-2015
IEW OF THE LITERATURE ON LOCAL CROSS-SECTOR COLLABORATION TO IMPROVE EDUCATIONJeffrey R. Henig Carolyn J. RiehlMichael A. Rebell Jessica R. WolffTeachPUTTING COLLECTIVE IMPACT IN CONTEXTACKNOWLEDGMENTSWe have benefited from the assistance of many others as we wrote successive drafts of this working putting-collective-impact-in-context-wallace-final-oct-2015f interest and investment in local, place-based, cross-sector collaboration as a strategic approach for the improvement of educational outcomes and community development in cities across the United States. These initiatives, many of which have adopted a ‘collective impact" label, are organized at th putting-collective-impact-in-context-wallace-final-oct-2015e school district, city, county, or metropolitan level, and attempt to improve education by promoting collaboration among government, business, and ciputting-collective-impact-in-context-wallace-final-oct-2015
vic sectors: early childhood providers, the K-12 system, and postsecondary education: community-based organizations and private providers of services PUTTING COLLECTIVE IMPACT IN CONTEXTACKNOWLEDGMENTSWe have benefited from the assistance of many others as we wrote successive drafts of this working putting-collective-impact-in-context-wallace-final-oct-2015 a wider range of services and programs. Increasingly, these local efforts are being linked into national networks.To help put this emergent movement into context, this paper (1) provides an orienting conceptual framing to describe the initiatives that are the object of study: (2) discusses a number putting-collective-impact-in-context-wallace-final-oct-2015 of relevant historical precursors and underpinnings: (3) situates recent local crosssector collaborations for education in a contemporary landscape oputting-collective-impact-in-context-wallace-final-oct-2015
f such efforts and within the context of the debate between those who believe educational improvement requires attention to out-of-school factors and PUTTING COLLECTIVE IMPACT IN CONTEXTACKNOWLEDGMENTSWe have benefited from the assistance of many others as we wrote successive drafts of this working putting-collective-impact-in-context-wallace-final-oct-2015e substantial literature on organizational collaborations of various kinds; (6) and reviews the literature on the politics of local collaboration efforts.The paper concludes with some preliminary and tentative lessons about the challenges and the possible road forward for local cross-sector collabor putting-collective-impact-in-context-wallace-final-oct-2015ations for education. In future reports we will present findings that go more directly to the question of how these contemporary efforts are evolvingputting-collective-impact-in-context-wallace-final-oct-2015
and identify, where possible, leverage points for increasing their chances of success. Those reports will draw on quantitative analysis of over 180 efPUTTING COLLECTIVE IMPACT IN CONTEXTACKNOWLEDGMENTSWe have benefited from the assistance of many others as we wrote successive drafts of this working putting-collective-impact-in-context-wallace-final-oct-2015nsider a broader range of variations and contexts.iiCONTENTSINTRODUCTION................................................................1WHAT "COUNTS" AS LOCAL CROSS-SECTOR COLLABORATION FOREDUCATION?..................................................................4SOME HISTORICAL PRECURSORS AND UN putting-collective-impact-in-context-wallace-final-oct-2015DERPINNINGS................................7Early U.S. Efforts to Offset the Impact of Poverty on Children............8Urban Settlement Houses........putting-collective-impact-in-context-wallace-final-oct-2015
.........................................8School-Based Neighborhood Centers......................................10Early Government Efforts to ContendPUTTING COLLECTIVE IMPACT IN CONTEXTACKNOWLEDGMENTSWe have benefited from the assistance of many others as we wrote successive drafts of this working putting-collective-impact-in-context-wallace-final-oct-2015ative Bubble: Recent Past Efforts........13NEW EDUCATION-FOCUSED CROSS-SECTOR COLLABORATION...........................18Moving Beyond the Schools Versus Social Factors Debate...................19 putting-collective-impact-in-context-wallace-final-oct-2015PUTTING COLLECTIVE IMPACT IN CONTEXTACKNOWLEDGMENTSWe have benefited from the assistance of many others as we wrote successive drafts of this workingGọi ngay
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