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Lighting Up the Future for Children: Balancing urgent needs and future opportunities

April 1, 2024

"Lighting Up the Future for Children" is a collaborative, strategic planning tool designed to help communities, leaders, nonprofits and funders envision and create a bright, child-centric future together. This resource serves as a map for the next decade for children, considering existing social, technological and natural forces already shaping our reality and likely to grow in influence between now and 2035, and shares what the future could look like, depending on current decisions and level of community involvement. These forecasts represent the possible result of different strategic choices and actions taken to improve conditions for children, families and communities. A resource for child-centered organizations, funders, nonprofits and communities can use this map as a foresight tool to look at a longer-term view of the issues impacting children, to better navigate rapidly evolving landscapes. It can be used to spark collaborative visioning, planning, action and reflection. The map was created by the Institute for the Future using findings from their extensive research and insights collected from more than 2,000 community partners who participated in WKKF's year of listening in 2023. 

Companion Guide: Lighting Up the Future for Children

April 1, 2024

Every map needs a legend, so this two-page traveler's guide helps users navigate collaborative discussions around "Lighting Up the Future for Children: Balancing Urgent Needs and Future Opportunities." This resource supports ways to engage in the map of the next decade for children and was developed in partnership with the Institute for the Future and the W.K. Kellogg Foundation. This companion piece offers questions for individual or group consideration while studying the larger resource: "Lighting Up the Future for Children: Balancing Urgent Needs and Future Opportunities."

Klere Lavni Timoun Yo Ekilibre Bezwen Ijan yo ak Opòtinite Fiti yo

April 1, 2024

Mete Limyè pou Avni Timoun yo" reprezante 10 lavni potansyèl ki ta ka transfòme lavi timounyo, ki se rezilta de kijan noumenm ki nan filantwopi, nan sektè san bi likratif la ak kominote a entèaji ak fòs sosyal, teknolojik ak natirèl k ap fòme kounye a e ki gen chans pou ogmante enfliyans yo nan pwochen deseni an.

Guía complementaria: Iluminando el futuro de los niños

April 1, 2024

Cada mapa necesita una leyenda, por lo que esta guía del viajero de dos páginas ayuda a los usuarios a navegar debates colaborativos en torno a "Iluminando el futuro de los niños: equilibrando las necesidades urgentes y las oportunidades futuras". Este recurso apoya formas de participar en el mapa de la próxima década para los niños y fue desarrollado en asociación con el Institute for the Future y el W.K. Fundación Kellogg. Este artículo complementario ofrece preguntas para consideración individual o grupal mientras se estudia el recurso más amplio: "Iluminando el futuro de los niños: equilibrando las necesidades urgentes y las oportunidades futuras".

Gid konpayon: Limen lavni pou timoun yo

April 1, 2024

Chak kat jeyografik bezwen yon lejand, kidonk gid vwayajè de paj sa a ede itilizatè yo navige nan diskisyon kolaboratif yo sou "Lighting Up the Future for Children: Balancing Urgent Needs and Future Opportunities." Resous sa a sipòte fason pou angaje yo nan kat dekad kap vini an pou timoun yo e li te devlope an patenarya ak Institute for the Future ak W.K. Fondasyon Kellogg. Pyès konpayon sa a ofri kesyon pou konsiderasyon endividyèl oswa gwoup pandan y ap etidye pi gwo resous la: "Lighting Up the Future for Children: Balancing Urgent Needs and Future Opportunities."

Iluminando el futuro para los niños: Equilibrando las necesidades urgentes y las oportunidades futuras

April 1, 2024

"Iluminando el futuro para los niños" es una herramienta de planificación estratégica colaborativa diseñada para ayudar a las comunidades, líderes, organizaciones sin fines de lucro y financiadores a visualizar y crear juntos un futuro brillante y centrado en los niños. Este recurso sirve como un mapa para la próxima década para los niños, considerando las fuerzas sociales, tecnológicas y naturales existentes que ya están dando forma a nuestra realidad y cuya influencia probablemente aumentará de aquí a 2035, y comparte cómo podría ser el futuro, dependiendo de las decisiones actuales y nivel de participación de la comunidad. Estas previsiones representan el posible resultado de diferentes opciones estratégicas y acciones adoptadas para mejorar las condiciones de los niños, las familias y las comunidades. Un recurso para organizaciones centradas en la infancia, financiadores, organizaciones sin fines de lucro y comunidades puede utilizar este mapa como herramienta de previsión para tener una visión a más largo plazo de los problemas que afectan a los niños, para navegar mejor en paisajes en rápida evolución. Puede utilizarse para generar visión, planificación, acción y reflexión colaborativas. El mapa fue creado por el Instituto para el Futuro utilizando los resultados de su extensa investigación y los conocimientos recopilados de más de 2000 socios comunitarios que participaron en el año de escucha de la WKKF en 2023.

Leveraging the Potential of Youth Service

March 11, 2024

The Allstate Foundation works to help communities thrive by empowering youth, working to advance racial equity and disrupting the cycle and prevalence of relationship abuse. We also invest in nonprofit leaders. Because we believe in better for all.The Allstate Foundation's youth empowerment pillar is grounded on the principle of elevating the voices of young people by providing them with the opportunities, skills, and resources needed to turn their dreams into reality. Over the next decade, we will invest in young people directly as well as the adults and organizations most proximate to youth, supporting efforts that drive youth-led, youth-driven service. Our goal is to increase the number of young people engaged in meaningful service that strengthens their communities and builds their capacities to lead now and in the future.This report reflects a year-long process of engaging with youth, community stakeholders, service organizations, educational leaders, and advocates. Together, this intergenerational, multi-sector group reviewed existing scholarship, policy, and practice along with conducting listening sessions with youth across the country and surveys with  youth, parents, and educators. The results introduce a new definition, model, and design considerations to guide the next decade of youth-led, youth-driven service. 

Measuring Youth Development: How Out-of-School Time Programs Collect and Use Data

February 27, 2024

Out-of-school-time (OST) programs and their funders rely on sound data to make decisions about everything from professional development and student recruitment to the selection of activities to offer students. Programs operate at a range of times (before and after school, weekends, summer) and in a variety of locations (e.g., schools, community-based organizations, city parks and recreation centers), are run by a variety of entities (e.g., government agencies, private community organizations), and receive funding from a variety of sources (e.g., government, philanthropy)—each of which may be interested in a different set of data and come with its own reporting requirements. This means there is a great deal of variation in the types of data programs collect.In 2019, The Wallace Foundation (Wallace) commissioned Child Trends to conduct a study of the kinds of youth outcomes OST programs are interested in measuring, the tools they use to measure those outcomes, and the challenges they experience in doing so. The study included a literature scan and interviews with leaders and staff members at 28 OST programs. Twelve of the 28 also completed surveys; a separate group of 10 provided information by survey only. The study expands on past research by a) focusing on programs that work in specific content areas (e.g., the arts, civic engagement and social justice, career and workforce development) and b) covering both quantitative approaches (i.e., tracking numerical data) and qualitative approaches (gathering descriptive information through surveys, interviews, etc.) to data collection.While its findings apply to OST programs in general, the study focused on particular types of programs (i.e., afterschool, summer, online) and particular content areas, as well as programs that serve school-age children and adolescents from marginalized communities, those that support students' social and emotional learning (SEL), those that serve systems-involved youth, and those that focus on promoting equity—for example, by training staff to recognize and overcome personal biases or by recruiting and retaining leaders and staff who reflect the diversity of the participants served.

Investing in Our Future: A Look at How We Support Our Children

February 16, 2024

It is our collective belief that access to accurate and comprehensive budget information is crucial for informed decision-making and progress in early childhood education. The Early Childhood Education Budget book should serve as a valuable tool for policymakers, educators and stakeholders in our state. By disseminating this information, we aim to foster transparency, facilitate evidence-based planning and ultimately strengthen the foundations of early childhood education in Mississippi. While we have strived for perfection, we acknowledge that this inaugural edition might require refinement. However, I assure you that we remain fully committed to continually improving our data set and potential future editions. Your feedback and suggestions are invaluable, and we encourage you to share insights that can help enhance the accuracy and usefulness of this resource.As we delve into the wealth of financial and programmatic data presented in the Mississippi Early Childhood Education Budget book, it is essential to approach the information with a balanced mindset and a commitment to meaningful discussion. While financial data can be a powerful tool for understanding and evaluating the allocation of resources, it is crucial not to weaponize it for personal or political gain. Let us remember that the purpose of this book is to foster transparency and informed decision-making, not to fuel divisiveness. By engaging in constructive dialogue and seeking a comprehensive understanding of the data, we can collectively work toward building a stronger foundation for early childhood education in Mississippi.

Increasing Voter Registration Among 18-Year-Olds in New Hampshire

February 6, 2024

Across the country, The Civics Center consistently finds that when young people are registered to vote, they turn out at high rates. In fact, a 2022 report by TCC showed that 83% of New Hampshire 18-year-olds who were registered turned out to vote in the 2022 midterms.The Civics Center, in partnership with Open Democracy, an on-the-ground non-partisan organization dedicated to political equality for all, developed a program aimed at boosting NH high school voter registration. The pilot ran during the 2022/2023 school year and generated further student and faculty engagement in the Fall of 2023.While there are many programs that are designed to reach college students, The Civics Center and Open Democracy program was designed specifically to focus on New Hampshire's own local high school students.

Making Sense of Learning Math: Insights from the Student Experience

January 30, 2024

Mathematics is an integral part of students' daily lives, from marking the first 100 days of elementary school to the pivotal moment of crossing the threshold into Algebra 1. Math not only serves as the key that unlocks the doors to the sciences and technology but also empowers individuals personally. At the same time, math literacy stands as an undisputed public good, providing society with the indispensable tools needed to propel innovation and grapple with intricate societal challenges.For all these reasons math is a subject that sparks seemingly endless and contentious debates in universities and think tanks, among leaders of industry, and in government that are popularly referred to as the "math wars." But how do students themselves experience mathematics in today's classrooms? In this report we explore students' perceptions of their everyday experience in math. How do high school students perceive the math learning experience? How do they see themselves as math learners? And what insights do they have for creating a more engaging math education for all students?

Assessing Child Care Access: Measuring Supply, Demand, Quality, and Shortages in the District of Columbia

January 29, 2024

This report, "Assessing Child Care Access: Measuring Supply, Demand, Quality, and Shortages in the District of Columbia," was commissioned in response to our early childhood partners in D.C. who wanted to:* Understand the current supply of and demand for child care in D.C. so that decisions and investments — by early childhood professionals, federal and local governments, philanthropic organizations, and the private sector — can be intentional and thoughtfully targeted for maximum impact* Reflect on the social and demographic changes that affect families and their child care decisions* Examine current realities, pivot, and explore new possibilities