Discovery Phase Findings Columbus

WOW!

Columbus’ Supplementary School Initiative

Discover!

Findings and Responses from June 6 Summit

July 28, 2010

Discovery Findings

• Enrollment Trends • Asset Analysis • Focus Group “Take Aways”

2/9/2011 | 2

Enrollment Trends Supplementary School Enrollment by Grade 2001-2010 160 2001-2 2002-3

140

2003-4

100

2004-5 2005-6

80

2006-7 2007-8

60 40

2008-9

20

2009-10

Grades

12

11

10

9

8

7

6

5

4

3

2

1

K

0 Pr eK

Enrollment

120

2/9/2011 | 3

Enrollment Trends

1200 1000 800 600 400 200 0

Total enrollment in supplementary schools

20 01 -2 20 02 -3 20 03 -4 20 04 -5 20 05 -6 20 06 -7 20 07 -8 20 08 -9 20 09 -1 0

Enrollment

Supplementary School Enrollment Trends 2001-2010

Year 2/9/2011 | 4

Enrollment Trends Student Enrollment Patterns Grades 7-12 2001-2010 Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

2001-2

121

78

59

49

31

17

2002-3

136

83

59

51

30

20

2003-4

113

93

62

47

26

17

2004-5

118

75

71

59

16

0

2005-6

122

66

51

66

13

10

2006-7

100

74

60

50

24

9

2007-8

107

68

65

53

25

21

2008-9

92

63

47

57

22

12

2009-10

85

59

45

48

29

14 2/9/2011 | 5

Enrollment Trends Enrollment of 2008/9 Jewish ECE Graduates in 2009/10 Jewish Education

23% 31% In Day School In Supplementary School Not Enrolled in Jewish School

46%

2/9/2011 | 6

Discovery Findings: Summit Feedback

Enrollment Trends Which groups provide opportunities for greater engagement?

• Key ‘opportunity’ periods (i.e., had ‘em and lost ‘em) – PreK – Grade 3: under-enrollment – Grades 7 – 12: extensive drop out/lack of educational opportunities

• Overall community-wide decline in enrollment: 20% since 2006 – Are there eligible participants who are not enrolled?

– Where are the eligible participants who are not enrolled?

– What are the main reasons for non-enrollment? (still need info from this group) 2/9/2011 | 7

Discovery Findings • Enrollment Trends

• Asset Analysis • Focus Group “Take Aways”

2/9/2011 | 8

Assets Analysis

To what extent is excellence in complementary education a priority for the community?

JEdI

Consistently High Intermittently High Medium

Federation

Low

2/9/2011 | 9

Assets Analysis To what extent is excellence in complementary education a priority for the congregations?

Others Families Volunteer Leaders Educators

Consistently High Intermittently High Medium Low

Rabbis

2/9/2011 | 10

Assets Analysis PERCEPTIONS ABOUT CURRENT COMMUNITY STATUS RE SUPPLEMENTARY EDUCATION

• • • • • • •

• • • • •

Need for community vision for supplementary education Limited supplementary education improvement initiatives JEdI has mandate for coordinating initiative, but not clear to all Some demand exists for change in supplementary education Lack of meaningful involvement of parents & youth in discussion Community lacks information/data on topic – About other models and advances outside community – Limited quality assessment and/or data-driven improvement Limited financial resources – Limited developed and accessible funding sources – Supplementary School Federation Allocation (≈ $149,000) – Congregational Incentive Grants in previous years (≈ $25,000) – 2009/10 Federation Allocation for Students with Special Needs ($16,000) Generally do not access resources/support from national/umbrella organizations Limited collaboration between providers Limited professional development Sporadic but high quality communication (between JEdI & providers) Somewhat common language across system and stakeholders 2/9/2011 | 11

Assets Analysis: Perceived Community Strengths STAKEHOLDER GROUPS

KNOWLEDGE/SKILLS DOMAINS

JEdI Staff

Federation Staff

Supplementary Education Professionals

Educational Change





Educational innovations in the arena of complementary education





Education planning





Marketing

Education Chairs, Congregational Presidents, JEdI Board Members



Jewish educational content





Jewish educational strategies & pedagogy





Community organization & development



Other

Rabbis





2/9/2011 | 12

Assets Analysis Teachers Highest Degrees

34%

34%

Bachelors/Teaching Certificate Masters Rabbinic/Advanced Degree None/No Answer

16%

16% 2/9/2011 | 13

Assets Analysis Teachers Tenure in Current Congregations 3%

6%

4%

13%

1-5 years 6-10 years 11-15 years16-20 years 16-20 years More than 20 years

74%

2/9/2011 | 14

Assets Analysis Teachers Tenure in Jewish Education 17%

3%

51%

16%

1-5 years 6-10 years 11-15 years16-20 years 16-20 years More than 20 years

13%

2/9/2011 | 15

Discovery Findings: Summit Feedback

Asset Analysis • Elements of the community have strengths that were not recognized by raters – Strengths should be identified – Strengths should be tapped

• Perception of ‘untapped’ resources within and outside the Jewish community that should be identified and tapped (thinking outside the box) • High consensus that PD for educators is essential and a critical need -- at all levels of experience and professional preparation 2/9/2011 | 16