LOCAL ACTION SUMMIT HOSTED BY MAYOR AJA BROWN NOVEMBER 14, 2014
We are creating an action plan to improve life conditions for all. Welcome. On September 27th, President Obama announced that more than 100 mayors, county officials and tribal nations have accepted the MBK Community Challenge, an initiative to encourage community leaders across the country to develop plans to improve life outcomes and open up opportunities for all youth in our neighborhoods. In line with this initiative, the city of Compton has launched an action plan to measurably improve outcomes for children of color ages 0-25 and their families, with an emphasis on Black males. The first step of this plan includes convening a “Local Action Summit.” The purpose of the Action Summit is to prepare partners for action over the next 180 days to meet the benchmarks set by the White House for the My Brother’s Keeper Challenge.1 Compton will focus on three of the six recommended goals issued by the White House: 1. Reading at grade level by third grade; 2. Improve access to jobs and valuable work experience; 3. Reducing violence and providing a second chance. MAYOR AJA BROWN
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THANK YOU
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Welcome
What is the Issue?
What is my Role?
How can We Work Together?
Accomplish what?
What are Next Steps?
Contents - LIST OF FIGURES PAGES 7-8
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MAP COMPTON 1 - 5 MILE RADIUS
HIGH SCHOOL GRADUATION COMPTON & SURROUNDING CITIES.
POPULATION AFRICAN AMERICAN & HISPANIC
DISCONNECT TEENAGERS NEITHER WORKING NOR IN SCHOOL
AGE RANGE UNDER 5 TO OVER 65
UNEMPLOYED COMPARED TO SURROUNDING CITIES
OCCUPATIONS BY INDUSTRY
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INCOME MEDIAN INCOME
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3RD GRADE LANGUAGE ART PROFICIENCY
EDUCATION
COLLEGE ATTAINMENT IN COMPTON COMPARED TO LA, COUNTY
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Introduction MY BROTHER’S KEEPER CHALLENGE: LOCAL ACTION SUMMIT - COMPTON, CA. CHALLENGE For decades, opportunity has lagged behind for boys and young men of color. But across the country, communities are adopting innovative approaches, opening doors, strengthening supports, and building ladders of opportunity for young people, including boys and young men of color, to help put them on the path to success. President Obama wants to build on that success. OPPORTUNITIES To ensure that all young Americans have the opportunities they need to reach their full potential, we must adopt approaches that empower all of our children
with the tools to succeed as they move through key life stages. Research and experience have identified key milestones on the path to adulthood that are especially predictive of later success, and where interventions can have the greatest impact FOCUS ON KE Y LIFE STAGES At each of these markers, we see some children start to fall behind. Although the factors that influence success at each stage are complex and interdependent, by focusing on these milestones, doing what works and removing or avoiding roadblocks that hinder progress, we can provide young people the opportunity and the tools to get ahead.
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2. What is the Issue? Despite our advances as a country, boys and young men of color, in the aggregate, continue to face persistent challenges: SAFET Y While only 6% of the overall population, Black males accounted for 43% of murder victims in 2011.2 Among youth ages 10 to 24, homicide is the leading cause of death for Black males and also among the leading causes of death for Hispanics, and Asians.3 In 2012, Black males were 6 times more likely to be imprisoned than White males.4 Hispanic males were two and half times more likely. EDUC ATION There are significant high school dropout rates—as high as 50% in some school districts—including among boys and young men from certain Southeast Asian and Pacific Islander populations. 5 WORKFORCE During the summer months (June-August) of 2013, just 17% of Black teenage boys (ages 16-19) and 28% of Hispanic teenage boys were employed, compared to 34% of White teenage boys. Overall in 2013, half of young black men (ages 20-24) were employed, compared to over two-thirds of young white men. This employment gap persists as men get older. 6 Youth sometimes referred to as “disconnected” are of particular concern. This group includes youth between the ages of 14 and 24, who are low income and either unemployed, not enrolled in or at risk of dropping out of school, involved in the justice system, homeless, or in foster care. There are approximately 6.7 million youth in the United States who exhibit one or more of these risk factors.7
OPPORTUNITY FOR ALL. This initiative is linked to a broad agenda for economic growth and expanding opportunity.
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Over the last three months, we have had conversations with thousands of individuals and groups who care about this set of issues and share a common belief that, working together, we can help empower boys and young men of color and all youth with the tools they need to succeed. PRESIDENT BARACK OBAMA
What is the focus?
Across the Map
T E M PLY I N FO R M AT I O N A L B R O C H U R E
Understanding Compton.
#4 OCCUPATIONS
#1
MANUFACTURING
EDUCATION RETAIL TRADE TRANSPORTATION ADMINISTRATIVE CONSTRUCTION ENTERTAINMENT OTHER SERVICES WHOLESALE TRADE
PUBLIC ADMIN FINANCE INFORMATION AGRICULTURE
19% 19% 13%
9% 9% 6%
6% 5% 5% 4% 3% 2% 1%
(source: Census, ACS, 2013, S2405)
#2
MEDIAN INCOME In 2013, the total population in Compton was 97,877. (Source: Census, ACS, 2013, S0101).
30% African-American
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68% Hispanic. (source: Census, ACS, 2013, B03002). PERCENT OF TOTAL POPULATION BY AGE (2013)
#3
65 and over
7.90
55to 64
11.60
45 to 54
11.50
35 to 44
12.80
25 to 34
14.70 17.70
15 to 24 10 to 14
8.90
5 to 9
8.90
Under 5 years
9.30
$42,613
(source: Census, ACS, 2013, S1903)
ADVANCED 14%
3rd Grade
California Standard Test BASIC 30% (CST) ”English Language Arts” Scores for 3rd grade students in Compton Unified School District. (source: source: http:// star.cde.ca.gov/star2013) FAR BELOW BASIC 14%
PROFICIENT 24%
BELOW BASIC 18%
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#7 PERCENT OF HIGH SCHOOL GRAD #8 AND HIGHER BY SURROUNDING CITIES
Age 15- 24 DISCONNECTED 10 percent of Hispanics ages sixteen to nineteen are neither in school nor working. Similarly 10 percent of African American teenagers (16 19) are also “disconected.” (source: Census, ACS, 2013, S0902).
In 2012, sixty percent of young people graduated high-school or higher in Compton. The figure below compares Compton to surrounding cities. (Los Angeles county percent of High School Graduation is 76.4. (source: Census, ACS, 2013, S1501). 51.4% LYNWOOD
74.2% LOS ANGELES
Adults
#9
(source: Census, ACS, 2013, S2301)
UNEMPLOYMENT RATE (2013)
60%
8.4 U.S.A. 9.1 LYNWOOD 10.1 LA (CITY) 11.5 LONG BEACH 17.4 COMPTON
COMPTON
79.2% LONG BEACH
80.2%
81%
CARSON
GARDENA
Educational Attainment by Compton vs County (2013) Graduate or professional degree
1.70%
10.30%
Bachelor's degree
5.20%
Associate's degree
5.30% 6.90%
19.60%
21.40% 19.50%
Some college, no degree High school graduate
20.60%
9th to 12th grade, no diploma
13.50%
Compton
26.40%
16.10%
9.70%
Less than 9th grade (source: Census, ACS, 2013, S1501).
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LA County
23.90%
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3. What we want to Accomplish? PROBLEM:
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2001
2002
NUMBER OF SENTENCED PRISONERS UNDER STATE AND FEDERAL JURISDICTION BY RACE (2000 -2010).
2003
2004 White
2005 Black
2006
2007
2008
2009
2010
Hispanic
(Source: Bureau of Justice Statistics, National Prisoner Statistics Program, 2011)
EXAMPLE: MBK ACTION PLAN REPORT TO PRESIDENT SAFET Y: PRE VENT VIOLENCE Existing Federal, state and local programs should implement or augment strong family violence safeguards and engage men as leaders in ending violence against women. The Department of Justice’s Office of Violence Against Women’s Consolidated Grant Program to Address Children and Youth Experiencing Domestic and Sexual Assault and Engage Men and Boys as Allies grant program engages men as leaders and role models to develop, maintain, or enhance programs that work with men to prevent domestic violence, dating violence, sexual assault and/or stalking. This program can serve as a model for other efforts to engage men in ending violence against women.
EDUC ATION Launch a public and private initiative to increase joint and independent reading time outside of school and build a reading culture in more homes. WORKFORCE Increase use of pre-apprenticeships as good entry-level jobs. Public and private entities should encourage job-shadowing opportunities for youth. The public and private sectors should partner to increase the number of quality summer and after school jobs, paid internships and entry-level opportunities available to all young people,including disconnected youth.
CRADLE TO THE GRAVE APPROACH The Task Force was asked to focus on key stages in the lives of young people, from early childhood to pathways to college and career. In doing so, it has become apparent that, on the path to adulthood, there is no single moment that defines or determines future success. Recent research suggests positive impacts of evidence-based interventions at multiple critical junctures along the way. Promise Neighborhoods grantees and other organizations are implementing cradle-to-collegeand-career strategies that are increasing school attendance, improving academic performance and raising high school completion and college enrollment rates. source: Sawhill, I.V., Winship, S., and Grannis, K.S. Pathways to the Middle Class: Balancing Personal and Public Responsibilities. Washington D.C.: Brookings Institute, Center on Children and Families (2012). http://www. brookings.edu/events/2012/09/20-middle-class-pathways.
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4. What is my Role? COLLEC TIVE IMPAC T
The emerging “collective impact” movement is demonstrating that with public and private support and technical assistance, schools, communities, cities and regions can take more comprehensive, outcome-focused approaches to improving the lives of young people. These strategies can help improve outcomes for all disadvantaged youth and help to remove barriers to opportunity. POLIC Y & PROGR A MS
Public and private agencies should adopt “Do What Works” policies and systems to prioritize strategies, practices and programs that demonstrate promising or strong evidence of improving leading indicators and outcomes, and encourage grantees and partners to do the same; and federal, state, local and private agencies should invest in and build the methods,
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systems and tools to enable even small- or low-resourced organizations to monitor and evaluate their performance. HOW TO HELP
Join a working group around Safety, Education and or workforce development and complete “Baseline Data Worksheet.” Additionally, identify an inidividual within your organization who will potentially conduct a face-to-face meeting with local Action Summit contact partner. Lastly, refer to the “Next Step” section of this brief to understand how you can help ensure the successful completion of the City of Compton’s MBK challenge and improve life conditions for boys and young men of color.
LOCAL GOVERNMENT Mayor’s office, Child and family services, Law SKILL BUILDING ORGs Non-profit training skills programs, Certification programs, Configuring education centers. EDUCATIONAL College & Universities, Community colleges, School systems, Teachers & Educators GOVERNMENT AGENCIES Public health, Public housing, Federal partners EMPLOYERS Local business owners, Community focused corporations COMMUNITY Religious faith based, PTA parent groups, Non Profits, Local partnerships EMPLOYMENT Staffing agencies, American job centers, Workforce involvement boards BUSINESS Chamber of commerce, Professional affiliation groups, Trade associations
FAMILY & YOUTH
COMMUNITY ECOSYSTEM
5. How can we Work Together? SAFETY The initiative entails working with local government organizations and community groups – working with law enforcement, parks and recreation, non-profit organizations, etc. The purpose is to connect community members to government resources and help them to enhance safety within the community at large.
EDUCATION
It is critical to engage with universities, community colleges, teachers, and educators who are using evidence to improve educational outcomes. We are including resources/ organizations that are already educating at-risk youth in our community. They understand the issues that at-risk individuals face and are instrumental to ensuring that all young people are provided the educational opportunities they need.
WORKFORCE DEVELOPMENT We are actively engageing employers to ensure that all young people have opportunities to improve their life outcomes and overcome barriers to success. We are taking steps to ensure that youth out of school are employed and prepared to enter the working world. Additionally, we are utilizing existing resources and forums (like Chamber of Commerce meetings) to raise awareness about the issues and challenges.
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LIST OF PARTNERS Congresswoman Janice Hahn 44th District, CA
El Camino College Compton Center
Office of Assemblyman Isadore Hall III – AD 64
The Little Group
Office of Supervisor Mark Ridley-Thomas
YouthBuild Charter Schools of California
The California Endowment
Faith Inspirational MBC
Operation HOPE
Greater Zion Church Family
The Children’s Defense Fund – California
Broccoli City
SHIELDS for Families
National Association Of Minority Contractors
Wells Fargo
Compton Chamber Of Commerce
William Morrison Endeavors
Tomorrow’s Aeronautical Museum
Bank of the West - Wealth Management
PV Jobs
West Angeles Community Development Corporation Compton SEED Program SEIU Local 721 Advancement Project/Healthy City Dakota Communications Vision To Learn Kaiser Permanente Read Lead The Positive Results Corporation Compton Unified School District Omega Psi Phi Fraternity, Inc. REAL Mentoring Academy, Inc Graduating Champions Los Angeles County District Attorney’s Victim-Witness Assistance Program
Q: Where do you fit within the community ecosystem? 15
A: My focus area is...
If you work hard and play by the rules, you should have the opportunity to succeed, and your ability to get ahead should be determined by your hard work, ambition, and goals – not by the circumstances of your birth. COMPTON - LOCAL ACTION SUMMIT PRESIDENT BARACK OBAMA STATE OF THE UNION 1/25/14
MY BROTHERS KEEPER
Baseline Data worksheet BASELINE DATA FOCUS AREA: ( Education, Workforce Development, Safety ).
KEY POINTS / DATA / METRICS (Refer to the “measurable outcome” section on page 20.)
TOP TWO CHALLENGES: (what are challenges to improving outcomes for boys and young men of color within your focus area). 1.
2. EXISTING INITIATIVES AND PROGRAMS (what is the program, who runs it, what outcomes, etc). INITIATIVE/PROGRAM
OPERATING ORG
TARGET OUTCOMES
EVIDENCE/DATA
STAKEHOLDERS TO ENGAGE WITH (Organizations who are demonstrating best practices). 1. 2. 3. 4.
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CRITICAL OUTCOMES Data to potentially track.
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EDUCATION
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Enrollment in quality pre-K Children entering kindergarten ready to learn Reading Achievement School Attendance Child maltreatment
SAFETY
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Arrest rate Exposure to violence Imprisonment/detention rate Homicide rate Adolescent mortality
WORKFORCE DEVELOPMENT
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Youth in school or working Labor force participation rates Median youth earnings Summer employment
FOLLOW-UP MEETING
We aim to identify one to five individuals or organization from each category to help ensure a balanced set of priorities and perspectives.
MY BROTHERS KEEPER MEASURABLE OUTCOMES
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6. What are the next steps? The following includes guidance from the White House regarding the four steps of the MBK challenge. STEP 2
LOC AL AC TION SUMMIT. This effort will require a coalition of stakeholders and individuals with an ownership stake in the strategy, and a sense of empowerment to help lead the effort. Once you have identified your community ecosystem, begin engaging these partners to address the issue. Within 45 days of accepting the President’s Challenge, host a Local Action Summit with key partners to assess needs and assets, determine priorities, and set concrete goals. This may require more than one meeting, with more than one format, but we encourage you to hold this first one within 45 days of accepting the challenge.
STEP 3
CONDUC T A POLIC Y RE VIEW & FOR M RECOMMENDATION FOR AC TION. Following your Local Action Summit, direct a working group of pertinent government stakeholders to scour existing local policies, programs, and practices in search of ways to introduce or expand on existing efforts to better serve the needs of the city’s youth. The working group should assess the evidence base on the impact of both existing and proposed programs. Within 90 days of accepting the President’s Challenge, this body should produce a report with recommendations for action on your selected areas of focus (from Step 1), standards for tracking and sharing data across public agencies and community partners, and structural recommendations for institutionalizing the effort until goals are reached.
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STEP 4
L AUNCH A PL AN OF AC TION, NE X T STEPS & A TIMETABLE FOR RE VIEW. Within 120 days of accepting the President’s Challenge, convene key partners to publicly launch a plan of action for accomplishing selected goals based off the results of your policy review. It should include a protocol for tracking data, benchmarks and timelines for review to ensure the transparent assessment of progress towards goals, and the open examination and retooling of ineffective strategies. Include a blueprint for resourcing your efforts which outlines plans to use or redirect existing resources, new public or private sector commitments, and specific areas where additional commitments, investment, or partnership could help your community reach its MBK goals, to help potential new partners target their involvement.
ENDNOTES:
1. My Brother’s Keeper Task Force Report to the President, http://www. whitehouse.gov/sites/default/files/docs/053014_mbk_report.pdf (accessed November 8, 2014). 2. Federal Bureau of Investigation, Crime in the U.S. 2011: Expanded Homicide Data Table 1 (2011). http://www.fbi.gov/about-us/cjis/ucr/crime-in-the-u.s/2011/ crime-in-the-u.s.-2011/tables/expanded-homicide-data-table-1 3. Centers for Disease Control and Prevention. Injury and Violence Prevention and Control (2010). www.cdc.gov/injury 4. Carson, E. Ann and Golinelli, Daniela. Prisoners in 2012: Trends in Admissions and Releases, 1991-2012. Washington, DC: US Dept. of Justice Bureau of Justice Statistics, 25 (2013). http://www.bjs.gov/content/pub/pdf/p12tar9112.pdf. 5. Hart, B. and T.R. Risle. Meaningful Differences in the Everyday Experience of Young American Children (2003). 6. Teranishi, Robert. Ethnic and Gender Subgroup Differences in Education, Employment, and Incarceration in the Asian and Pacific Islander Community. National Commission on Asian American and Pacific Islander Research in Education (2014). http://care.gseis.ucla.edu/report-and-publications.html 7. Belfield, C.R., H.M. Levin, and R. Rosen. “The Economic Value of Opportunity Youth.” Corporation for National and Community Service, 2012. Web. 29 May 2014. <http://www.civicenterprises.net/MediaLibrary/Docs/econ_value_ opportunity_youth.pdf >. Demographic analysis and document prepared by
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