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Maryland Business Roundtable for Education

Strategic Plan 2009-2011

Introduction

Founded in 1992, The Maryland Business Roundtable for Education (MBRT) is a nonprofit coalition of leading employers that have made a long-term commitment to improve education and student achievement in Maryland.

MBRT works to achieve meaningful, measurable and systemic improvement in schools and student learning. We believe the keys to this improvement are high standards, rigorous assessments, and strong accountability. Working at both the policy and the grassroots levels, MBRT brings the voice of business to decision makers, students, educators, parents, and others who influence students, to help shape Maryland’s future workforce.

The overarching imperative for this strategic plan is to accelerate the organization’s momentum and impact, refine the scope of influence to reflect changing factors, and to achieve results that enhance the organization’s effectiveness.

Covering 2009-2011, this plan builds on the foundation established over the past years and reflects a continuous and integrated approach with the following features:

▪ Emphasis on strategic assessment

▪ Identification of core beliefs, overall direction, and key strategies

▪ Incorporation of streamlined actions and deliverables

▪ Inclusion of a financial plan

▪ Genesis of a technology-led transformation

▪ Measures of effectiveness, impact, success

Vision

All children in Maryland achieve a quality education and are well prepared for college, the workplace and a productive, successful life.

▪ The Maryland high school diploma signifies achievement of high standards

▪ The public carries the banner for education excellence

▪ The system of continuous school improvement is self-sustaining

Mission

To bring the voice of business and employers to support high standards, rigorous assessments, and strong accountability in K-12 education and to demonstrate the connection between achievement in school and success in the workplace, in college, and in life.

▪ Influence policies and practices affecting education

▪ Leverage public and private expertise and resources

▪ Impact educational outcomes and workforce readiness

Goal

More students graduate from high school college- and workforce-ready.

|2008 | |2011 |

| | | |

|Currently, | |Goal of |

|25,000 Scholars | |50,000 Scholars |

|[pic] | |[pic] |

▪ Align high school standards to college and workplace expectations

▪ Improve the knowledge and skill level of students

▪ Prepare students for the “real world” challenges and opportunities of the workplace

Capabilities

The Maryland Business Roundtable for Education is the only statewide business group exclusively dedicated to improving K-12 education. It is recognized from the State House to the school house as the business organization with the expertise and clout to influence the creation of a world-class education system.

Through the MBRT, nearly 100 member companies and organizations and 3,000 volunteers play an active role in pushing for achievement of high standards; challenging and motivating students to perform at high levels; demanding a system of education that prepares all students for the rigor of college and the workplace; and demonstrating the fundamental relationship between performance in school and success in the workplace.

MBRT works closely with the Governor, the Maryland General Assembly, the State Superintendent of Schools, the Maryland State Board of Education, and local school districts on policy issues that affect the overall quality and delivery of education. And through its award-winning statewide Achievement Counts campaign, MBRT works at the community and school level to generate among students, educators, and parents an increased awareness of the need for – and an active commitment to achieve – educational excellence and workforce preparedness.

MBRT is a key link to Maryland’s workforce pipeline – middle and high school students. As such, MBRT believes that a challenging high school education is critical to the long-term health of Maryland’s economy, and that schools will continue on a path of significant improvement only through a broader base of support from the entire community. To bring together influential stakeholders and align efforts, MBRT continues to establish strong partnerships with higher education institutions, economic and workforce development officials, and business and community organizations.

With partnerships in every school district, 3,000 volunteers reaching nearly 80,000 students in person each year, and a teen-focused career exploration website, MBRT has a powerful impact across the state on student achievement and career choices and preparation. In addition, partnership efforts in two pilot districts (Harford and Frederick) have significantly increased the number of students completing rigorous coursework in math, science and foreign language (Maryland Scholars), particularly among low-income and minority students.

Strategic Assessment

Introduction

To set and achieve its strategic objectives, we have reviewed and considered the changing condition of education and business in the state of Maryland and the environments created by continued globalization, advances in technology, and fiscal pressures caused by economic stresses. Because these circumstances pose opportunities and challenges, the purpose of this section is to identify the influencing factors within Maryland over the next three years to shape the most appropriate course of action for MBRT.

Influencing Factors

The Need for STEM Workers

In order for America to continue to compete successfully in the global economy, many more students will need to acquire strong knowledge and skills in science, math, engineering and technology.

Over the planning period, thousands of additional jobs are anticipated in Maryland in several fields including telecommunications, information technology, engineering, health care, bioscience, and linguistics – raising the already-high stakes for Maryland to excel in the “knowledge economy.”

▪ It is anticipated that up to 60,000 new jobs will be created as a result of Base Realignment and Closure (BRAC) – 72% of which will require a bachelor’s degree and 80-90% will require a security clearance.1

▪ Sources are projecting that an estimated 90% of the fastest growing professions will require postsecondary education.2

The High School Graduation Gap

In Maryland:

▪ Approximately one-third of high school freshmen drop out before graduation. Over a lifetime, each high school dropout will cost the economy $260,000 in unrealized wages, taxes and productivity.3

o More than 21,000 students did not graduate from Maryland’s high schools in 2008; representing $5.6 billion in lost lifetime earnings for that class of dropouts alone.4

▪ Approximately one-third graduate from high school without the knowledge and basic skills -communication, teamwork and leadership – they need to succeed.

▪ The remaining one-third graduate well prepared for success in college and the workplace.

o A highly skilled workforce can raise economic growth by about two-thirds of a percentage point each year.5

Far too many students have a limited vision of career options, limited information about academic steps needed to succeed beyond high school, and a limited understanding that their decisions and actions now affect their future options.

College Graduation Gap

Only 19% of students entering high school complete college. 6 While enrollment for bachelor’s degrees in Maryland rose 24% between 1994 and 2004, the number of students pursuing math, engineering and biological sciences dropped.7

A Crossroads

In 2009 high school seniors, as a graduation requirement, must have passed four end-of-course tests in Algebra 1, English 2, Biology, and Government – or must complete a project that verifies competency in these subjects. State education officials report that 90% of the class has met this requirement.8

Legislation introduced to eliminate the tests as a graduation requirement was defeated. Controversy over the tests continues, however. Some fear that too many students will be denied a diploma, while in contrast, some argue that the requirement is not rigorous enough to ensure that students are college- and workforce-ready.

In October of 2008, with a 7-4 vote, the State Board of Education upheld the decision to move forward with graduation requirements for the class of 2009.

The Maryland Business Roundtable for Education has stood firm in its public position, urging the State Board of Education to continue its bold commitment to Maryland’s children by moving forward with high standards and assessments:

▪ as a starting point toward world class standards

▪ by providing every support possible to help students meet the standards

▪ by linking receipt of a diploma to the achievement of these standards

References

1 2005 BRAC State of Maryland Impact Analysis, Maryland Department of Business & Economic Development, 2007

2 Raising the Grade: How High School Reform Can Save Our Youth and Our Nation, Jossey-Bass, 2008

3 Raising the Grade: How High School Reform Can Save Our Youth and Our Nation, Jossey-Bass, 2008

4 Alliance for Excellent Education, Washington, DC, 2008

5 Education & Economic Growth, Education Next, Spring 2008

6 ACHIEVE, Washington, DC, 2007

7 “Worker Shortage Called Maryland, US Threat,” Baltimore Sun 9/14/07, Fort Meade Alliance

8 Maryland State Department of Education, Baltimore, MD, 2008

Strategic Roles

Introduction

In order to achieve the highest return on investment amid the influencing factors highlighted in the Strategic Assessment, MBRT will recommend three key roles for MBRTto play and actions to take that will balance resource demands with value creation.

Roles

MBRT as an Advocate -- influencing policies and practices affecting education

Work with state and local policymakers and employers to ensure that:

1. High school standards and assessments are aligned with the knowledge and skills required for success after high school.

2. All graduates are required to complete rigorous courses – aligned to these standards – that prepare them for life after high school.

3. Longitudinal data systems are developed and have the capacity to track student progress from high school through postsecondary education.

MBRT as a Convener – aligning and leveraging public and private expertise and resources

Work with employers, K-12 educators, higher education, federal, state and local agencies, business and economic development organizations, community groups, and others who have a stake in an educated populace to:

1. Concentrate a broad base of employer support to areas of greatest impact.

2. Build partnerships and align efforts with organizations that will best advance the work and goals MBRT wants to accomplish and increase the likelihood of large scale outcomes.

3. Develop and apply technology to capture, communicate, disseminate and share knowledge and tools, creating broad based ownership of solutions and making it easier for our partners to succeed.

MBRT as a Service Provider – impacting educational outcomes and workforce readiness

Work with students, educators, and parents to:

1. Ensure that students understand workplace realities and expectations and are motivated to strive for high academic achievement.

2. Increase the understanding and ability of teachers, counselors, parents and other adults to guide students to resources that will enable them to succeed in school and prepare for careers.

3. Maximize use technology to provide exposure, information, connection and a variety of ways for students to think about – and prepare for – their futures.

The cornerstone of each role is communication with specific audiences and the development and use of cutting-edge technology to effectively and efficiently accelerate the current rate of progress.

Action Plan

|2009 |2010 |2011 |

|ADVOCATE: Influencing policies and practices affecting education |

|Design technology systems (MBRT infrastructure) |Build and launch new technology systems |Evaluate technology systems usage/impact – make modifications |

|Design aggregated data platform to engage, inform, train and mobilize |Build and launch new data platform. |Analyze data, using results to communicate and recognize progress – |

|partners to support high academic achievement | |district level, school level, student level |

| | | |

|Ensure data is incorporated into State’s longitudinal data system |Incorporate data from every district to use in communications with | |

| |stakeholders and partners and to measure progress | |

|Develop messages and tools that enable Board Members to guide and |Develop methods to engage, inform, train and mobilize stakeholders and |Deploy methods to engage, inform, train and mobilize stakeholders and |

|support student action and achievement |partners to support high academic achievement |partners to support high academic achievement |

|(Add to Board Meeting agendas) | | |

|Identify and share effective practices through statewide |Determine feasibility of developing a “Knowledge Share” system |Package resources into “Knowledge Share” and deploy |

|resources/channels | | |

|CONVENER: Aligning & leveraging public/private expertise & resources |

|Identify and build new partnerships and strengthen existing |Mobilize partners to take action and ownership in preparing students for|Scale-up partner action and ownership. Assess impact |

|local/district partnerships to align efforts, share responsibility, and |success in college/workplace | |

|accelerate progress | | |

|Begin to ensure that all Maryland Scholars graduates are recognized in |Ensure that all Maryland Scholars graduates are recognized in each | |

|each district |district | |

|Develop messages and tools that enable all adults to guide and support |Disseminate messages and provide tools to targeted groups/organizations |Analyze impact of marketing campaign; reassess and enhance |

|student action and achievement | | |

| |Implement marketing plan | |

|Develop and initiate strategic marketing plan | | |

| |Train groups who impact student decisions | |

|Identify and engage targeted groups/organizations | | |

|SERVICE PROVIDER: Impacting educational outcomes and workforce readiness |

|Strengthen and expand in-person, print, and online communication with |Provide valuable in-person experience to targeted student population and|Expand targeted student population and drive more students to the teen |

|students |drive more students to the teen website |website |

| | | |

|Strengthen volunteer base and volunteer management system. (Cap | |Explore feasibility of providing specific at-elbow classroom instruction|

|Speakers Bureau at 3,000 volunteers.) | |assistance for teachers through volunteer management system |

|Influence educators to identify and share effective supplemental |Leverage supplemental experiences to students furthest from meeting | |

|experiences for students furthest from meeting standards |standards. Evaluate impact. | |

|Identify best new ways to engage and motivate young people |Incorporate new methods of engaging/motivating students | |

|Add remaining high-growth industries and more regional sections to |Develop marketing plan to reach beyond in-school use of site |Launch statewide new, interactive “virtual world” teen website for |

| | |students to explore careers and the academic preparation they need |

| | | |

|Leverage Harford and Frederick counties low-income experience to develop|Further expand model for middle school students in Prince George’s |Expand model for middle school students beyond four counties |

|specific online activities, tools, resources for middle school students |County | |

|in Baltimore City | |Broadly deploy next generation teen website and pilot in two districts |

| |Test next generation teen website and pilot in two districts | |

|Begin development of next generation of teen website to include more | |Explore feasibility of adding a “talent scout” element to the website – |

|interaction and “virtual world” experiences | |linking promising students to pre-career opportunities |

|Financial Plan |

| | | | | |

|Funding |2008 Funding |2009 |2010 |2011 |

|Sources |Actual Target | | | |

| |12/31/08 2008 | | | |

| | | | | |

| | | | | |

| | | | | |

|Corporate |$477,006 $470,600 |$600,000 |$725,000 |$750,000 |

| | | | | |

| | |(( $123,000) |(( $125,000) |(( 25,000) |

| | | | | |

| | | | | |

|Foundation |$55,000 $30,000 |$100,000 |$250,000 |$300,000 |

| | | | | |

| | |(( $45,000) |(( $150,000) |(( $50,000) |

| | | | | |

| | | | | |

|Government |$371,222 $550,000 |$500,000 |$625,000 |$650,000 |

|State/Federal/H.Ed. | | | | |

| | |(( $129,000) |(( $125,000) |(( $25,000) |

| | | | | |

| | | | | |

|Total Funding |$903,228 $1,050,600 |$1,200,000 |$1,600,000 |$1,700,000 |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|In-Kind Contributions | |$70,000 |$250,000 |$100,000 |

| |$32,000 | | | |

| | | | | |

| | | | | |

It is expected that significant in-kind contributions for technology and technological expertise will be required in all three years.

Financial Plan

Below is a summary of the revenue sources and expenses to support this strategic plan.

See Appendix A, MBRT Budget of Revenue and Expenses – 3-year Projection, for details.

Revenue Sources Target Revenue

(2009 – 2011)

Corporate Funding $600,000 – 750,000

Membership (operating/unrestricted)

A. Maintain existing membership base and seek three-year commitment $300,000

at higher levels, where possible.

B. Build a campaign to attract the support of new major donors and

increase MBRT membership by 50% by 2010 (from 100 to 150).

1. Evaluate Board’s composition and undertake a Board development

process

a. Add two new Board members at $25,000 level $50,000

b. Each Board member will be asked to:

i. increase their own level of financial commitment $50,000

ii. host 2-3 breakfast meetings w/5-10 potential members

2. Recruit 40 new members at $5K-$10K level $200,000-400,000

with commitments for three years

a. Focus on growth area companies and geographic diversity

– IT, Aerospace, Defense, etc.

3. Solicit annual personal contributions from Board and volunteer base $10,000

Philanthropy (program/restricted)

Since many companies segregate membership and project funds, continue to seek $150,000

corporate foundation funding through proposal submission, where appropriate.

Foundation Funding $100,000 – 300,000

A. Introduce work of MBRT to in-state foundations

B. Begin to acquaint national foundations with work of MBRT

C. Given success of Maryland Scholars and importance of STEM focus,

submit proposals in partnership with researchers and higher education

Government Grants $500,000 – 650,000

Continue to seek opportunities through partners to be included in government grants

Other Sources

In-Kind Contributions $420,000 over 3 years

In order to strengthen and secure MBRT resources, better systems (technological and other) are needed to increase Board leadership, fundraising and communication capability, community support, staff effectiveness.

Tap corporate members and statewide/local partners for in-kind contributions:

1. IT – equipment, programs and technical assistance

2. Financial and management systems and expertise

3. Service delivery/coordination

4. Facilities for training/events

5. Printing

IT Technology

The MBRT Technology Advisory Board (TAB) has developed a three-year technology transformation vision with detailed action plans that include a governance model and concept of operations.

See Appendix B, Technology Advisory Board – IT Action Plan, for details.

Personnel / Contract Labor

Design and implement an ideal staffing plan to achieve organizational goals over the planning period.

Supplement existing team with:

| |2009 |2010 |2011 |

|Chief Technology Officer |Hire mid-year |Full year |Full year |

|Membership/Resource Development Coordinator |Hire mid-year |Full year |Full year |

|Contractual Services (writing, accounting, marketing, tech) |As required |As required |As required |

Measures of Impact and Success

The Maryland Business Roundtable for Education values – and its Board of Directors demands – comprehensive evaluation of the effectiveness and impact of all programs. The MBRT staff has set metrics for each program and designed tools to collect and analyze data annually to assess progress in meeting process, perception, and outcome goals.

In addition to the data collection processes conducted by staff and detailed below, MBRT also tracks and monitors outcome data collected by the Maryland State Department of Education on attendance, graduation and drop-out rates, and middle/high school assessment results, as well as data collected by the Maryland Higher Education Commission on college matriculation and remedial coursework.

MBRT’s transformational goal for 2009-2011 is to elevate the meaning of what a diploma represents by doubling the number of high school graduates who complete the Maryland Scholars course of study.

Measurable Goals/Outcomes

Influence high school course-taking patterns

|Outcome |Goal |Data Source |

|More students complete Algebra 1 by end of 9th grade |75% |Maryland Scholars Data |

|More students complete Algebra 2, Chemistry, Physics, and Foreign Language (Maryland Scholars) |67% |Maryland Scholars Data |

|Algebra 2 standards/assessments meet new rigorous national standard ACHEIVE |100% |MSDE |

|(American Diploma Project) | | |

|Districts upgrade and align their graduation requirements with Maryland Scholars |20% |Districts |

|More students graduate from high school |90% |MSDE |

|More students enter college |60% 40% |ACHIEVE, MHEC SOAR Report |

|More students complete college | | |

Influence stakeholder perceptions and actions

▪ More believe that rigorous course-taking in high school is important to success in college/workplace

▪ More businesses support efforts in local school districts

|Outcome |Goal |Data Source |

|More employers join MBRT |(40% |MBRT membership |

|New partnerships are established |2/yr |MBRT |

|Volunteer base is sustained |3,000 |MBRT VMS |

|New budget levels are met |100% |MBRT |

Governance/Committee Structure

To ensure that MBRT’s Strategic Plan is implemented effectively, committees will be charged to provide: oversight on specific elements of the plan, needed expertise and resources, expanded reach, and quality control. With the exception of the Strategic Steering Committee, which is primarily comprised of Board member designees, committees are/will be populated with members of the business community and representatives of partners and stakeholder groups who are in a position to advance our mission and support our efforts.

Committees will report to the Strategic Steering Committee, which reports directly to the Board of Directors.

|Committee |Responsibility |

|Strategic Steering Committee | |

| |Provide overall strategic direction and coordination of MBRT and its committees, and |

| |serve as liaison with MBRT Board of Directors and CEO members of MBRT |

| | |

|Technology Advisory Board | |

| |Develop strategies and bring resources to improve MBRT’s technology infrastructure and|

| |to strengthen its ability to inform/engage/ communicate with members, partners, |

| |decision makers, and especially students and the adults who influence their decisions.|

|Development and Partnership Committee | |

| |Work to increase the level of committed leadership, partnership and participation in |

| |MBRT’s efforts; broaden the base of membership; increase resources to build MBRT’s |

| |capacity to achieve its goals. |

| | |

|Maryland Scholars Committee | |

| |Examine and influence implementation of policies, practices and incentives that |

| |encourage rigorous course completion and improved student achievement |

| | |

| | |

|Speakers Bureau Advisory Board | |

| |Develop specific strategies to expand and improve speakers bureau process and messages|

| |and to assure effectiveness of the program |

| | |

| | |

MBRT Program Evaluation

|Process Data | | |

|What is collected |How it’s collected |Why it’s collected |

|# of districts, schools, presentations, students reached |MBRT online volunteer management system |Determine reach of program |

|# of volunteer speakers recruited/trained/ presented | | |

|Value/effectiveness of training to volunteers |Training evaluations |Evaluate/improve effectiveness of volunteer training – quality control |

| |Online veteran training quiz |Identify/correct logistical problems or areas of concern |

| |Volunteer feedback form |Identify need for reinforcement |

|Perception Data | | |

|What is collected |How it’s collected |Why it’s collected |

|Teacher feedback on appropriateness and importance of message |Teacher evaluation form |Determine perceived value/effectiveness of speaker/presentation/program |

|Teacher assessment of effectiveness of presenter and impact on students | |Identify excellent/poor presenters/volunteers |

|Teacher suggestions for improvement | |Make improvements to program |

|Student reaction to presentation |Student evaluation form |Obtain from students an indication of current attitude and future |

|What they learned | |intention |

|What they plan to do differently as result | |Identify excellent/poor presenters/volunteers |

|# of students intending to become a Maryland Scholar | |Make improvements to program |

|Speaker feedback on student reaction, local coordination, best practices and suggestions for |Volunteer feedback form |Identify/address logistical problems or areas of concern |

|other speakers | |Identify need for reinforcement |

|Outcome Data | | |

|What is collected |How it’s collected |Why it’s collected |

|Yearly high school enrollment figures |All data collected by MBRT from local districts |Determine the number of students completing specific courses each year |

|# of freshmen each year who completed algebra 1 and a foreign language credit by end of 9th | |Determine the number and percentage of graduates meeting the Scholars |

|grade |(May be available in the future from the State |criteria each year |

|# of students each year who complete algebra 2, chemistry, physics and foreign language |when it completes its longitudinal data system) |Calculate changes in enrollment and socio-economic status |

|# of students each year who complete pre-calculus, calculus, trigonometry, 4th science | |Tabulate increases/decreases in course completion from year to year |

|credit, 3rd credit of same for language | |Identify trends in course completion |

|# and % of graduating seniors who meet the Maryland Scholars criteria | | |

|Website Use Data | | |

|What is collected |How it’s collected |Why it’s collected |

|User information – first name, year of graduation, school, school district, email |Data collected through Google Analytics and |Track student activity and identify areas of greatest interest/value |

|How they found the website (i.e. speaker, teacher, parent, friend, Google) | |Understand student desires and plans for their future |

|Activity on the website – pages visited, activities completed, points earned, time spent on | |Reward students for their efforts/actions |

|site, point of departure | |Identify areas of student need and suggestions for additions/improvements|

|Aspirations/intentions/actions – career goal, intention to be a Maryland Scholar, actions | |to website |

|planned/taken, expectations/obstacles, requests for help/advice | |Determine effectiveness of marketing efforts |

Risk Analysis

In light of current conditions and an assessment of future circumstances, potential risks in three categories have been identified that could effect MBRT’s – and the state’s – capability to achieve the goals of this plan.

Education Reform (federal/state/local)

1. Accountability is the cornerstone of education reform. Reluctance on the part of various stakeholders to accept/maintain accountability poses an ongoing threat to the forward movement of education reform and gains in student achievement.

2. Testing continues to be a controversial subject for a variety of reasons among varied stakeholders.

▪ Does the content knowledge measured align with college/workplace expectations?

▪ Is it rigorous enough to predict/ensure that graduates are college/workplace ready?

▪ Is it measuring real progress or the illusion of progress?

▪ Is it fair to withhold a diploma from students who have not passed the tests?

▪ Is it possible for school systems to manipulate results or misrepresent progress?

3. Until more students meet the current standards, the state is reluctant to increase the rigor of academic standards.

4. Students struggling to meet standards need additional assistance. Some students are still not receiving the interventions or extra help needed.

5. Many parents and others do not appreciate or understand the critical need for students to have high level competencies in math and science.

6. Even though President-elect Obama has indicated strong support for educational accountability, changes in leadership at the federal level (secretary of education, senior staff) could result in re-vamping of No Child Left Behind creating some uncertainty during the transition.

In order to maintain and increase academic standards and ensure that all students meet them, MBRT will have a major role to play in defining, supporting and communicating the need for increasingly high standards and strong accountability.

Partnerships

1. Changes in leadership/administration at the school system, school, government, or employer level cause delays and redundancy of effort.

2. Some partners demonstrate parochial behaviors which limit the effectiveness and potential impact of the partnership.

3. Due to a paucity of successful statewide systemic initiatives, little historic record exists of what works.

Given these risks, there must be frank discussions at the early stages of partnership about goals, readiness and capacity, predictions of achievable progress and potential risks. District ownership is a critical success factor.

Technology

1. The need to protect student privacy continues to be a priority, and it is important to be mindful of the comfort level/capabilities of technology users.

2. The speed at which technology changes and/or becomes obsolete is a concern and will require continuous monitoring with a prudent upgrade/refresh strategy.

3. The time it takes to secure/leverage in-kind services and contributions could delay deployment of products beyond timeframe of the plan.

4. While corporations and partners may be generous with their commitments, other high priority issues and individual preferences could take precedence.

Since new and innovative technologies are central to implementation of the three-year plan, it is critical that realistic timelines for contributed equipment and services are set and monitored. Delays will compromise timely implementation.

Resources

1. Financial targets over this planning period are unprecedented and aggressive. Further, the thin income/expense margins and modest reserves make us vulnerable to changing economic factors that could impact our work.

2. The current economic downturn has created an atmosphere of caution and uncertainty.

a. Fundraising could become more competitive, and it is likely that funders will accept fewer new proposals.

b. Mergers, acquisitions and bankruptcies may limit our traditional core base.

3. MBRT staffing is lean (one-deep). Any threat to staff security could create a critical vulnerability.

4. MBRT relies heavily on volunteers: Board members, committees, classroom presentations, local program coordination, technical assistance, in-kind services. Any sea change that would limit the generosity or ability of our volunteers to participate/contribute could be challenging.

Careful monitoring of changes in key public/private leadership positions and economic conditions that could affect our funding patterns will be required.

-----------------------

Goal by 2011

Double the high school graduates who are college- and workforce-ready.

Maryland Scholars graduates

will increase by 100%.

ollege- and workforce-ready.

Evidence of Success

MBRT / Local district

partnership efforts

have significantly

increased

Maryland Scholars

graduates

… particularly among

low-income students.

All students

Low-income

students

HARFORD

COUNTY

FREDERICK

COUNTY

2003

2007

2007

2003

= Percent of HS students graduating as Maryland Scholars

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