Family League of Baltimore knows the City and its issues and identifies and evaluates the most effective solutions to improve the lives of families and children in Baltimore. We have the knowledge and capability to track and evaluate the effectiveness of programs.
From time to time, our models are studied and reviewed by organizations across the country.
In this study, we identified community schools with higher student attendance and more positive school climate than peer community schools
Family League’s final report to the Wallace Foundation on the Next Generation After-School System Building Initiative. Spring 2017.
Summary of the Healing Ourselves through Peer Empowerment Project (HOPE), a peer-based support group for women who experienced a pregnancy or infant death before their child's first birthday. Published in the National Association of Perinatal Social Workers NAPSWFORUM Winter 2017 Issue.
Children who are chronically absent are less likely to read proficiently by the end of third grade, more likely to be held back in later grades, and miss out on acquiring social-emotional skills needed to persist in school.
The presentation provides an overview of the impact that parental incarceration and re-entry has on children and their mental health. Recommendations to help support students and families are also provided.
These 12 principles challenge our assumptions, beliefs, and attitudes about the range of factors truly affecting children of incarcerated parents.
This report from Justice Policy Institute & the Prison Policy Initiative, presented at Family League's COIP 2016 Conference, examines the financial impact of mass incarceration on communities in Baltimore City.
This report provides an overview of major developments in the expanded-learning field in the last ten years, and sets forth a vision for the future. The report describes the pressing social issues that impact student learning, including poverty and inequity, and examine the ways in which expanded learning can help remove some of the associated barriers.
Community Schools (CommSchs) establish a network of partners and community resources in a school to promote student achievement and family and community well-being. Partnerships support the whole school by providing additional resources for the entire community.
The vision is that community schools provide year-round comprehensive resources—addressing learning, health, safety, and social development—to students, their families, and their communities. Baltimore is well on the way to realizing this vision in more than one-quarter of its public schools under the Community and School Engagement Strategy.
Maryland’s status as the wealthiest state in the country disguises that fact that at least one in every 10 of our neighbors are struggling to make ends meet. Almost 575,000 Marylanders live below the federal poverty line, which amounts to less than $23,850 per year for a family of four.
In Baltimore, Out-of-School Time (OST) programs serve students in Kindergarten – 12th grade during the afterschool hours. These programs may be operated by large organizations like Baltimore City Department of Recreation and Parks or smaller community based organizations such as local churches.
This white paper, published by the Brookings Institution, explores the opportunities and potential challenges schools face in operating as “hubs” whereby they coordinate a variety of programs and services to prepare students for engaged learning.
The theme of the Fall 2015 American Educator magazine focuses on community schools. This issue looks at community schools in Chicago, Baltimore and Austin. The lead article How Partnership Connect Communities and Schools "captures the state of our movement and clearly defines the community school strategy."
A framework developed by the Baltimore City Mayor’s Office, Family League, and One Baltimore to address systemic barriers and build bridges to opportunity for all children and youth with particular emphasis on boys and men of color. The plan focuses on six key milestones: Getting a Healthy Start and Getting to School Ready to Learn; Reading at Grade Level by Third Grade; Graduating High School Ready for College and Career; Completing Post-Secondary Education or Training; Successfully Entering the Workforce; and Keeping Kids on Track and Giving them Second Chances. The local community, nonprofits, philanthropy and the public and private sector are working together to implement Baltimore’s local action plan.
A case study by the Pew Charitable Trusts on B’more for Healthy Babies and the program’s first five years. The report focuses on positive birth outcomes and a reduction in city-wide infant mortality and shares eight critical steps taken by the City of Baltimore to fully implement the coordinated program across all neighborhoods within the city.
A study by Linda S. Olson of the the Baltimore Education Research Consortium, reviews data collected on parent engagement, attendance and chronic absence for Baltimore’s Community and School Engagement Strategy over periods of two and five years. The report finds significant gains in parent engagement compared to non-community schools. Attendance was improved and chronic was absence reduced in schools that had been operating as Community Schools for five years.
A study by the DC Fiscal Policy Institute, of community schools and how they can held students in the District of Columbia. The study features Baltimore’s Community and School Engagement Strategy and calls it “a model for enhancing community schools.”
An assessment by Family League and the National Summer Learning Association of the summer learning landscape for children in Baltimore city. This assessment is an early step in a systems building process that will improve and expand summer learning opportunities for Baltimore’s children.
Family League’s 2014 Community Needs Assessment examines key data points and the issues facing Baltimore’s children in the areas of education, health, hunger and criminal justice. This assessment is required by Maryland state law of every Maryland Local Management Board and is used as a part of Family League’s planning process.
A study by Share Our Strength‘s Center for Best Practices, details the relationship building and organizing done by hunger advocates in Detroit and Baltimore. Specifically, it highlights the Baltimore Partnership to End Childhood Hunger’s work as a key player in organizing in the city.
The Baltimore Education Research Consortium evaluated the Family League’s Out of School Time programs for school year 2011-2012 (please note this was before Community Schools and OST were aligned into one strategy). Key Findings for Students Who Attended OST Programs Regularly: 1) They had higher promotion rates than their peers, and high school students had a higher rate of credit accrual. 2) Entered 6th and 9th grade with higher school attendance through the first three quarters of 2012-13, important because these are the transition grades into middle and high school, respectively. 3)Were significantly less likely to be chronically absent in 2011-12 than comparable peers across the district. In addition, for those who were chronically absent in 2010-11, more than two-thirds (67.7%) of OST regular attenders were no longer chronically absent while slightly less than half (48.0%) of the nonparticipants continued to be CA.
A report released by the National Coalition of Community Schools and provides examples of how communities are implementing extended learning opportunities as a core element of a community school strategy. The report includes a case study of Baltimore’s alignment of Community Schools and Out of School Time in Family League’s Community and School Engagement Strategy.