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Describes four grant-making approaches, including building educator capacity and advancing student-centered learning, plus the development of models and proof points through youth and community agency.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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by Algorhythm Dr. Kim Flores Kai Fierle-Hedrick  \nAlgorhythm is an “impact science” company that combines rigorous research and evaluation methods, next generation analytics, and real-time technologies to deliver accurate and actionable answers and solutions to social change agents. We work with philanthropies, nonprofits, social impact companies and government agencies to equip social change agents with the knowledge, tools, and learning processes that will help them meet their mission.  \nTo learn more, [visit](visit algorhythm.io)[ ](visit algorhythm.io)[algorhythm.io](visit algorhythm.io)  \nThe Nellie Mae Education Foundation is the largest philanthropy in New England dedicated exclusively to education. Our mission is to champion efforts that prioritize community goals that challenge racial inequities and advance excellent, student-centered public education for all New England youth.  \nTo learn more, [visit](visit www.nmefoundation.org)[ ](visit www.nmefoundation.org)[www.nmefoundation.org](visit www.nmefoundation.org)  \nCONTENT  \nINTRODUCTION 4  \nSHIFTING POWER STRUCTURES 6  \nAmplifying historically marginalized voices at decision-making tables 6  \nBuilding Sustainable Capacity Through Individuals and Organizations 8  \nAmplifying Grassroots Advocacy Through Networking 9  \nDEVELOPING NEW MODELS AND PROOF POINTS 10  \nAmplifying Youth, Parent, and Community Agency and Voice 11  \nBuild Capacity and Knowledge Within Schools and Communities 13  \nEncourage Policy Adoption and Implementation 14  \nPROMOTE NEW IDEAS 16  \nCONCLUSION 17  \nINTRODUCTION  \nThe Nellie Mae Education Foundation (NMEF) began an investment strategy in 2015 to ensure that 80% of the region’s students are college and career ready by 2030. NMEF focused on increasing equitable, student-centered learning (SCL) opportunities for secondary school students in New England, especially and essentially those who are underserved. The goal was to support these students to be ready for further education after high school and ultimately to earn a post-secondary degree or credentials. NMEF took a holistic approach focused on building the “engagement and support of the system ‘authorizers’—its participants, decision makers, and the public that sustains it” —through four key grant-making strategies:  \n Build Educator Ownership, Leadership, and Capacity;  \n Advance Quality, Rigor, and Responsiveness of SCL Practices;  \n Develop Effective Systems Designs; and,  \n Build Public Understanding and Demand.  \nThe Public Understanding and Demand (PUD) strategy emerged from a commitment to community participation and grassroots organizing with the goal of changing mindsets, policies, and power. At the center was a firm belief that the combination of local/bottom-up engagement and broad-based/top-down initiatives would result in pressure from multiple sources, leading to increased support for systems change within school districts and among various key stakeholders at the state and local levels1. The Public Understanding and Demand’s theory of change (ToC) operates on two continuums: a progression of knowledge from awareness to understanding, and a progression of action from support to demand. The ToC argued  \nthat high support and high demand for rigorous, equitable, student-centered learning would ultimately shift mindsets, policies, and power across New England (see Figure 1). And it necessitated genuine and meaningful engagement of students, teachers, school boards, and others at the local level.  \n1 NMEF Website: [https://www.nmefoundation.org/grants](https://www.nmefoundation.org/grants)  \nBuilding Power: One Foundation’s Story of Funding Community and Youth Organizing 4  \nFigure 1: The Public Understanding and Demand Strategy’s Theory of Change  \nAwareness  \nDemand  \nChanging Mindsets, Policies, and Power  \nUnderstanding  \nSupport  \nFigure 2: The Public Understanding and Demand Strate","cbCaikOMGhjiLjaU","https://ap.wps.com/l/cbCaikOMGhjiLjaU","pdf",7660219,24,"English","# Introduction\n# Shifting Power Structures\n## Amplifying historically marginalized voices at decision-making tables\n## Building Sustainable Capacity Through Individuals and Organizations\n## Amplifying Grassroots Advocacy Through Networking\n# Developing New Models and Proof Points\n## Amplifying Youth, Parent, and Community Agency and Voice\n## Build Capacity and Knowledge Within Schools and Communities\n## Encourage Policy Adoption and Implementation\n# Promote New Ideas\n# Conclusion","[{\"question\":\"What is the purpose of the Public Understanding and Demand strategy described in the report?\",\"answer\":\"It aims to change mindsets, policies, and power through community participation and grassroots organizing.\"},{\"question\":\"How does the report explain the theory of change for the strategy?\",\"answer\":\"It operates on two continuums: knowledge progresses from awareness to understanding, and action progresses from support to demand.\"},{\"question\":\"Which types of grants and activities does the report highlight to create education system change?\",\"answer\":\"It outlines four grant-making strategies, including building educator capacity, advancing student-centered learning practices, developing effective systems designs, and building public understanding and demand.\"}]","Building Power - One Foundation’s Story of Funding Grassroots Organizing and Engagement | PDF",1792055155]