Skip to main navigation

Catalogue Blog

Forging A Bond

Talk about an intense matching grant. According to the Chronicle of Philanthropy, Massachusetts (my place of residence from age 0 to 18) has begun consideration of “a financing approach for social-service projects that would require charities and philanthropists to obtain private financing and show results before getting state money.” In other words, public support would be contingent on a match from private donors and a “match” (in the form of results) from the non-profit itself.

Reuters reports that “President Barack Obama’s 2012 budget plan includes $100 million for these ‘social impact bonds,’ which more closely resemble private loans than debt.” For example? In the UK, the Rockefeller Foundation invested half a million dollars in an 8 million dollar project to reduce recidivism; were the project to succeed the Foundation “could reap the equivalent of up to a 13 percent annual interest rate payment.”

Continue reading

Quote for Monday

Education is for improving the lives of others and for leaving your community and world better than you found it.

Marian Wright Edelman (1939-Present)

Free the child’s potential, and you will transform him into the world.

Maria Montessori (1870-1952)

This week, as countless high school seniors decide where they will spend their college years, we would like to recognize our Education non-profits — many of whom work tirelessly to remove all obstacles on the road to college for young scholars in Greater Washington. In the words of Rassan Salandy of The Posse Foundation‘s National Office, we are “working to develop a new kind of leadership network in the United States — one that will better represent the nation’s shifting demographics at the tables where decisions are made.” It’s a truly crucial assignment!

In The News …

Welcome to Wednesday! Let’s see what’s in the non-profit and local news …

The US Maternal Health Crisis: 14 Numbers You Need To Know — Mother’s Day is this coming Sunday and at Amnesty International, “we’re honoring mothers by fighting for maternal health.” As an update to last year’s report on maternal health in the US, Amnesty has also released some striking numbers: “49: The number of countries that have lower maternal mortality ratios than the US” and “2x: Women living in low-income areas across the US were 2 times as likely to suffer a maternal death.”

Mapping DC’s Food Deserts — Do look over the US Department of Agriculture‘s map of food deserts (low income areas without grocery store access) published on DCentric yesterday: “About 18,000 DC residents live in food deserts … In one such food desert, 39 percent of residents are children. And although Prince George’s County … has more food deserts, DC’s deserts have a higher concentrations of children.” The article also points out that the health problems are two-fold: “Violence and the perception of violence creates environments in which children and adults are less likely to go outside, walk, bike and generally be active.”

Continue reading

Quote for Monday

From the Washington Post, May 1 just before midnight:

Osama bin Laden, the longtime al-Qaeda leader and chief architect of the Sept. 11, 2001, terrorist attacks on the United States, was killed Sunday by U.S. forces, President Obama announced late Sunday night. […]

“Today’s achievement is a testament to the greatness of our country and the determination of the American people.” Obama said. “The cause of securing our country is not complete, but tonight we are once again reminded that America can do whatever it is we set our mind to. That is the story of our history.”

Reading the Numbers

When we think about literacy, we often consider letters rather than numbers. But over the past few years, financial literacy has become ever more crucial — and more widely-discussed. And as of this past week, even Elmo has joined that discussion.

For his preliminary lessons in personal finance, Elmo learns the difference between a “need” and a “want,” emphasizing that his father likes the word “prioritize.” The three-and-a-half-year-old Elmo also learns about “deferred gratification” when he realizes that he needs four more dollars to buy a sparkly “stupendous ball” rather than a standard, less-stupendous rubber ball.

Continue reading

In The News …

Good morning, folks. Here comes Wednesday’s bundle of news items …

Finalists for the Washington Post Award for Excellence in Non-profit Management — Many congratulations to Horton’s Kids, Prince George’s Child Resource Center, and Woolly Mammoth Theatre Company, all of whom were announced as finalists by the Center for Non-Profit Advancement this past Monday. According to their press release, “The Award Selection Committee judges applicant organizations in the areas of fiscal management, information and communication, organizational development, people development, planning, resource development, risk management, and use of technology.” The winning non-profit will “receive a $10,000 grant and a scholarship for one person to attend the Georgetown University Center for Public and Nonprofit Leadership?s Nonprofit Management Executive Certificate Program.”

Continue reading

Question for the Day (cont)

Rereading yesterday’s post just now, the following statistic kept leaping out at me:

Studies dating to the 1960s have suggested that children’s experiences inside the classroom are responsible for as little as 20 percent of their overall educational development.

20 percent. For all the focus placed upon on test scores and grading and ranking, the success of a particular student relies (by 80 percent) on factors that their school never sees — of which they might not even be aware. Catalogue Executive Director Barbara Harman made a key point in her response to the NY Times article yesterday:

Continue reading

Question for the Day

From the “The Fragile Success of School Reform in the Bronx,” NY Times, April 6, 2011:

Upon arrival at 223, students pass through a gantlet of smiling teachers. Gonzalez requires that faculty members stand outside their doors at the start of the school day, part of his effort to set the school off from the grim streets surrounding it. “In our location, kids have to want to come to school,” he says. “This is a very sick district. Tuberculosis, AIDS, asthma rates, homeless shelters, mental-health needs — you name the physical or social ill, and we’re near the top for the city. Which means that when our kids come to school in the morning, when they come through that door, we have to welcome them.”

Continue reading

In The News …

Welcome to Wednesday, folks! A handful of non-profit news to follow …

Revamping the Teaching Profession: Investing in teachers from the very beginningThe Center for High Impact Philanthropy at the University of Pennsylvania has an extensive post on the “the importance of investing in high-quality teachers from the very beginning of their careers […] Investing in the early preparation and support of high-quality teaching candidates […] is an area where individual philanthropic capital can play a critical role.” Among the results of several such support models? “The retention rates for the three founding programs represent an improvement of 66% to 84% over the national five-year retention rate of 50%.”

Re-envisioning No Child Left Behind, and What It Means for Arts Education — Over at Createquity, Jennifer Kessler provides a detailed analysis of what President Obama’s ‘Blueprint for Reform: the Re-authorization of the Elementary and Secondary Education Act and what it all could signify for the future of arts education in public schools. She explains that “the biggest shift presented by Obama’s proposal is that … the government offers incentives in the form of grants to people doing the best work” and will encourage “a new investment in improving teaching and learning in all content areas.” But are all “content areas” given equal resources?

Continue reading

Middle Ground?

I just stumbled upon this article (“For Teachers, Middle School Is Test of Wills”) published four years ago this month in the New York Times as part of a “Critical Years” series, which examined developments in middle school-specific pedagogy and “survival skills.” A few key passages jumped out to me:

Faced with increasingly well-documented slumps in learning at a critical age, educators in New York and across the nation are struggling to rethink middle school, particularly in cities, where the challenges of adolescent volatility, spiking violence and lagging academic performance are more acute.

As they do so, they are running up against a key problem: a teaching corps marked by high turnover, and often lacking expertise in both subject matter and the topography of the adolescent mind […]

Continue reading