LOCAL ACTION SUMMIT HOSTED BY MAYOR AJA BROWN

NOVEMBER 14, 2014

We are creating an action plan to improve life conditions for all. Welcome.

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On September 27th, President Obama announced that more than 100 mayors, county officials and tribal nations have accepted the MBK Community Challenge, an initiative to encourage community leaders across the country to develop plans to improve life outcomes and open up opportunities for all youth in our neighborhoods.

In line with this initiative, the city of Compton has launched an action plan to measurably improve outcomes for children of color ages 0-25 and their families, with an emphasis on Black males. The first step of this plan includes convening a “Local Action Summit.”

The purpose of the Action Summit is to prepare partners for action over the next 180 days to meet the benchmarks set by the White House for the My Brother’s Keeper Challenge.1 Compton will focus on three of the six recommended goals issued by the White House:

1. Reading at grade level by third grade; 2. Improve access to jobs and valuable work experience; 3. Reducing violence and providing a second chance.

THANK YOU MAYOR AJA BROWN

- LIST OF FIGURES PAGES 7-8

1Welcome

11What is my Role?

5What is the Issue?

13How can We Work Together?

9 Accomplish what?

Contents

1MAP COMPTON 1 - 5 MILE RADIUS

7HIGH SCHOOL GRADUATION COMPTON & SURROUNDING CITIES.

3AGE RANGE UNDER 5 TO OVER 65

9UNEMPLOYED COMPARED TO SURROUNDING CITIES

2POPULATION AFRICAN AMERICAN & HISPANIC

8DISCONNECT TEENAGERS NEITHER WORKING NOR IN SCHOOL

4OCCUPATIONS BY INDUSTRY

10EDUCATION COLLEGE ATTAINMENT IN COMPTON COMPARED TO LA, COUNTY

5INCOME MEDIAN INCOME

63RD GRADE LANGUAGE ART PROFICIENCY

21What are Next Steps?

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IntroductionCHALLENGE

For decades, opportunity has lagged behind for boys and young men of color. But across the country, communities are adopting innovative approaches, opening doors, strengthening supports, and building ladders of opportunity for young people, including boys and young men of color, to help put them on the path to success. President Obama wants to build on that success.OPPORTUNITIES

To ensure that all young Americans have the opportunities they need to reach their full potential, we must adopt approaches that empower all of our children

with the tools to succeed as they move through key life stages. Research and experience have identified key milestones on the path to adulthood that are especially predictive of later success, and where interventions can have the greatest impact

FOCUS ON KEY LIFE STAGES

At each of these markers, we see some children start to fall behind. Although the factors that influence success at each stage are complex and interdependent, by focusing on these milestones, doing what works and removing or avoiding roadblocks that hinder progress, we can provide young people the opportunity and the tools to get ahead.

MY BROTHER’S KEEPER CHALLENGE: LOCAL ACTION SUMMIT - COMPTON, CA.

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2. What is the Issue?Despite our advances as a country, boys and young men of color, in the aggregate, continue to face persistent challenges:

SAFET YWhile only 6% of the overall population, Black males accounted for 43% of murder victims in 2011.2 Among youth ages 10 to 24, homicide is the leading cause of death for Black males and also among the leading causes of death for Hispanics, and Asians.3

In 2012, Black males were 6 times more likely to be imprisoned than White males.4 Hispanic males were two and half times more likely.

EDUCATIONThere are significant high school dropout rates—as high as 50% in some school districts—including among boys and young men from certain Southeast Asian and Pacific Islander populations. 5

WORKFORCEDuring the summer months (June-August) of 2013, just 17% of Black teenage boys (ages 16-19) and 28% of Hispanic teenage boys were employed, compared to 34% of White teenage boys. Overall in 2013, half of young black men (ages 20-24) were employed, compared to over two-thirds of young white men. This employment gap persists as men get older. 6

Youth sometimes referred to as “disconnected” are of particular concern. This group includes youth between the ages of 14 and 24, who are low income and either unemployed, not enrolled in or at risk of dropping out of school, involved in the justice system, homeless, or in foster care. There are approximately 6.7 million youth in the United States who exhibit one or more of these risk factors.7

Over the last three months, we have had conversations with thousands of individuals and groups who care about this set of issues and share a common belief that, working together, we can help empower boys and young men of color and all youth with the tools they need to succeed.

PRESIDENT BARACK OBAMA

OPPORTUNITY FOR ALL.This initiative is linked to a broad agenda for economic growth and expanding opportunity.

What is the focus?

Adults68% Hispanic.

30% African-American

In 2013, the total population in Compton was 97,877. (Source: Census, ACS, 2013, S0101).

9.30

8.90

8.90

17.70

14.70

12.80

11.50

11.60

7.90

Under 5 years

5 to 9

10 to 14

15 to 24

25 to 34

35 to 44

45 to 54

55to 64

65 and over

PERCENT OF TOTAL POPULATION BY AGE (2013)

MANUFACTURINGEDUCATION

TRANSPORTATIONADMINISTRATIVECONSTRUCTIONENTERTAINMENTOTHER SERVICESWHOLESALE TRADEPUBLIC ADMINFINANCEINFORMATIONAGRICULTURE

19%19%13%9%9%6%6%5%5%4%

RETAIL TRADE

3%2%1%

OCCUPATIONS

$42,613

MEDIAN INCOME

#1

#2

#3

#5

#4

(source: Census, ACS, 2013, B03002).

(source: Census, ACS, 2013, S1903)

(source: Census, ACS, 2013, (source: Census, ACS, 2013, S2405)

Across the MapUnderstanding Compton.

TEMPLY INFOR M ATIONAL BROCHURE

51.4%

LYNWOOD COMPTON

60%

LOS ANGELES

74.2% 79.2%

LONG BEACH

80.2%

CARSON

81%

GARDENA

Age 15- 24

3rd Grade

Adults

13.50%

9.70%

20.60%

19.50%

6.90%

19.60%

10.30%

23.90%

16.10%

26.40%

21.40%

5.30%

5.20%

1.70%

Less than 9th grade

9th to 12th grade, no diploma

High school graduate

Some college, no degree

Associate's degree

Bachelor's degree

Graduate or professional degree

Educational Attainment by Compton vs County (2013)

Compton LA County

DISCONNECTED10 percent of Hispanics ages sixteen to nineteen are neither in school nor working. Similarly 10 percent of African American teenagers (16 - 19) are also “disconected.” (source: Census, ACS, 2013, S0902).

UNEMPLOYMENT RATE (2013)

U.S.A.8.4

LYNWOOD9.1

LA (CITY)10.1

LONG BEACH11.5

COMPTON17.4

ADVANCED 14%

PROFICIENT 24%BASIC 30%

BELOW BASIC 18%FAR BELOW BASIC 14%

California Standard Test (CST) ”English Language Arts” Scores for 3rd grade students in Compton Unified School District. (source: source: http://star.cde.ca.gov/star2013)

#6

#7 #8

#9 #10(source: Census, ACS, 2013, S2301)

(source: Census, ACS, 2013, S1501). 8

PERCENT OF HIGH SCHOOL GRAD AND HIGHER BY SURROUNDING CITIESIn 2012, sixty percent of young people graduated high-school or higher in Compton. The figure below compares Compton to surrounding cities. (Los Angeles county percent of High School Graduation is 76.4. (source: Census, ACS, 2013, S1501).

SAFET Y: PREVENT VIOLENCEExisting Federal, state and local programs should implement or augment strong family violence safeguards and engage men as leaders in ending violence against women. The Department of Justice’s Office of Violence Against Women’s Consolidated Grant Program to Address Children and Youth Experiencing Domestic and Sexual Assault and Engage Men and Boys as Allies grant program engages men as leaders and role models to develop, maintain, or enhance programs that work with men to prevent domestic violence, dating violence, sexual assault and/or stalking. This program can serve as a model for other efforts to engage men in ending violence against women.

EDUCATIONLaunch a public and private initiative to increase joint and independent reading time outside of school and build a reading culture in more homes.

WORKFORCEIncrease use of pre-appren-ticeships as good entry-level jobs. Public and private entities should encourage job-shadowing opportunities for youth. The public and private sectors should partner to increase the number of quality summer and after school jobs, paid internships and entry-level opportunities available to all young people,including disconnected youth.

3. What we wantto Accomplish?

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

White Black Hispanic

EXAMPLE: MBK ACTION PLAN REPORT TO PRESIDENT

NUMBER OF SENTENCED PRISONERS UNDER STATE AND FEDERAL JURISDICTION BY RACE (2000 -2010).

(Source: Bureau of Justice Statistics, National Prisoner Statistics Program, 2011)

PROBLEM:

CRADLE TO THE GRAVE APPROACHThe Task Force was asked to focus on key stages in the lives of young people, from early childhood to pathways to college and

career. In doing so, it has become apparent that, on the path to adulthood, there is no single moment that defines or determines future success. Recent research suggests positive impacts of evidence-based interventions at multiple critical junctures along the way. Promise Neighborhoods grantees and other organizations are implementing cradle-to-college-and-career strategies that are increasing school attendance, improving academic performance and raising high school completion and college enrollment rates. source: Sawhill, I.V., Winship, S., and Grannis, K.S. Pathways to the Middle Class: Balancing Personal and Public Responsibilities. Washington D.C.: Brookings Institute, Center on Children and Families (2012). http://www.brookings.edu/events/2012/09/20-middle-class-pathways.

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COLLECTIVE IMPACT

The emerging “collective impact” movement is demonstrating that with public and private support and technical assistance, schools, communities, cities and regions can take more comprehensive, outcome-focused approaches to improving the lives of young people. These strategies can help improve outcomes for all disadvantaged youth and help to remove barriers to opportunity.

POLICY & PROGR AMS

Public and private agencies should adopt “Do What Works” policies and systems to prioritize strategies, practices and programs that demonstrate promising or strong evidence of improving leading indicators and outcomes, and encourage grantees and partners to do the same; and federal, state, local and private agencies should invest in and build the methods,

systems and tools to enable even small- or low-resourced organizations to monitor and evaluate their performance.

HOW TO HELP

Join a working group around Safety, Education and or workforce development and complete “Baseline Data Worksheet.” Additionally, identify an inidividual within your organization who will potentially conduct a face-to-face meeting with local Action Summit contact partner. Lastly, refer to the “Next Step” section of this brief to understand how you can help ensure the successful completion of the City of Compton’s MBK challenge and improve life conditions for boys and young men of color.

4. What is myRole?

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FAMILY & YOUTH

Local business owners, Community focused

corporations

College & Universities, Community colleges,

School systems, Teachers & Educators

Staffing agencies, American job centers, Workforce

involvement boards

Mayor’s office, Child and family services, Law

COMMUNITY ECOSYSTEM

Chamber of commerce, Professional affiliation

groups, Trade associations

Non-profit training skills programs, Certification programs, Configuring

education centers.

Religious faith based, PTA parent groups, Non Profits,

Local partnerships

Public health, Public housing, Federal partners

EMPLOYMENT

COMMUNITY

BUSINESS

EMPLOYERS

GOVERNMENT AGENCIES

EDUCATIONAL

SKILL BUILDING ORGs

LOCAL GOVERNMENT

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SAFETYThe initiative entails working with local government organizations and community groups – working with law enforcement, parks and recreation, non-profit organizations, etc. The purpose is to connect community members to government resources and help them to enhance safety within the community at large.

EDUCATIONIt is critical to engage with universities, community colleges, teachers, and educators who are using evidence to improve educational outcomes. We are including resources/organizations that are already educating at-risk youth in our community. They understand the issues that at-risk individuals face and are instrumental to ensuring that all young people are provided the educational opportunities they need.

WORKFORCE DEVELOPMENTWe are actively engageing employers to ensure that all young people have opportunities to improve their life outcomes and overcome barriers to success. We are taking steps to ensure that youth out of school are employed and prepared to enter the working world. Additionally, we are utilizing existing resources and forums (like Chamber of Commerce meetings) to raise awareness about the issues and challenges.

5. How can we Work Together?

LIST OF PARTNERS

Congresswoman Janice Hahn 44th District, CA

Office of Assemblyman Isadore Hall III – AD 64

Office of Supervisor Mark Ridley-Thomas

The California Endowment

Operation HOPE

The Children’s Defense Fund – California

SHIELDS for Families

Wells Fargo

William Morrison Endeavors

Bank of the West - Wealth Management

West Angeles Community Development Corporation

Compton SEED Program

SEIU Local 721

Advancement Project/Healthy City

Dakota Communications

Vision To Learn

Kaiser Permanente

Read Lead

The Positive Results Corporation

Compton Unified School District

Omega Psi Phi Fraternity, Inc.

REAL Mentoring Academy, Inc

Graduating Champions

Los Angeles County District Attorney’s Victim-Witness Assistance Program

El Camino College Compton Center

The Little Group

YouthBuild Charter Schools of California

Faith Inspirational MBC

Greater Zion Church Family

Broccoli City

National Association Of Minority Contractors

Compton Chamber Of Commerce

Tomorrow’s Aeronautical Museum

PV Jobs

LIST OF PARTNERS

Q:Where do youfit within thecommunityecosystem?

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A:My focus area is...

COMPTON - LOCAL ACTION SUMMITMY BROTHERS KEEPER

If you work hard and play by the rules, you should have the opportunity to succeed, and your ability to get ahead should be determined by your hard work, ambition, and goals – not by the circumstances of your birth.

PRESIDENT BARACK OBAMASTATE OF THE UNION 1/25/14

Baseline Data worksheetBASELINE DATA

FOCUS AREA: ( Education, Workforce Development, Safety ).

KEY POINTS / DATA / METRICS (Refer to the “measurable outcome” section on page 20.)

TOP TWO CHALLENGES: (what are challenges to improving outcomes for boys and young men of color within your focus area).

1.

2.

EXISTING INITIATIVES AND PROGRAMS (what is the program, who runs it, what outcomes, etc).

INITIATIVE/PROGRAM OPERATING ORG TARGET OUTCOMES EVIDENCE/DATA

STAKEHOLDERS TO ENGAGE WITH (Organizations who are demonstrating best practices).

1.

2.

3.

4.18

CRITICAL OUTCOMESData to potentially track.

MY BROTHERS KEEPERMEASURABLE OUTCOMES

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MY BROTHERS KEEPERMEASURABLE OUTCOMES

WORKFORCE DEVELOPMENT

SAFETY

EDUCATION

FOLLOW-UP MEETING

• Youth in school or working • Labor force participation rates • Median youth earnings • Summer employment

• Arrest rate • Exposure to violence • Imprisonment/detention rate • Homicide rate • Adolescent mortality

• Enrollment in quality pre-K • Children entering kindergarten ready to learn • Reading Achievement• School Attendance • Child maltreatment

We aim to identify one to five individuals or organization from each category to help ensure a balanced set of priorities and perspectives.

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6. What are the next steps? The following includes guidance from the White House regarding the four steps of the MBK challenge.

STEP 2

STEP 3

LOCAL ACTION SUMMIT.This effort will require a coalition of stakeholders and individuals with an

ownership stake in the strategy, and a sense of empowerment to help lead the effort. Once you have identified your community ecosystem, begin

engaging these partners to address the issue. Within 45 days of accepting the President’s Challenge, host a Local Action Summit with key partners to assess

needs and assets, determine priorities, and set concrete goals. This may require more than one meeting, with more than one format, but we encourage

you to hold this first one within 45 days of accepting the challenge.

CONDUCT A POLICY REVIEW & FORM RECOMMENDATION FOR ACTION.

Following your Local Action Summit, direct a working group of pertinent government stakeholders to scour existing local policies, programs, and practices in search of ways to introduce or expand on existing efforts to

better serve the needs of the city’s youth. The working group should assess the evidence base on the impact of both existing and proposed programs.

Within 90 days of accepting the President’s Challenge, this body should produce a report with recommendations for action on your selected areas of focus (from Step 1), standards for tracking and sharing data across public

agencies and community partners, and structural recommendations for insti-tutionalizing the effort until goals are reached.

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STEP 4

LAUNCH A PLAN OF ACTION, NEXT STEPS & A TIMETABLE FOR REVIEW.

Within 120 days of accepting the President’s Challenge, convene key partners to publicly launch a plan of action for accomplishing selected goals based off the results of your policy review. It should include a protocol for tracking data, benchmarks and timelines for review to ensure the transparent assessment of progress towards goals, and the open examination and retooling of ineffective

strategies. Include a blueprint for resourcing your efforts which outlines plans to use or redirect existing resources, new public or private sector

commitments, and specific areas where additional commitments, investment, or partnership could help your community reach its MBK goals, to help

potential new partners target their involvement.

1. My Brother’s Keeper Task Force Report to the President, http://www.whitehouse.gov/sites/default/files/docs/053014_mbk_report.pdf (accessed November 8, 2014).2. Federal Bureau of Investigation, Crime in the U.S. 2011: Expanded Homicide Data Table 1 (2011). http://www.fbi.gov/about-us/cjis/ucr/crime-in-the-u.s/2011/crime-in-the-u.s.-2011/tables/expanded-homicide-data-table-13. Centers for Disease Control and Prevention. Injury and Violence Prevention and Control (2010). www.cdc.gov/injury

4. Carson, E. Ann and Golinelli, Daniela. Prisoners in 2012: Trends in Admissions and Releases, 1991-2012. Washington, DC: US Dept. of Justice Bureau of Justice Statistics, 25 (2013). http://www.bjs.gov/content/pub/pdf/p12tar9112.pdf.5. Hart, B. and T.R. Risle. Meaningful Differences in the Everyday Experience of Young American Children (2003).

6. Teranishi, Robert. Ethnic and Gender Subgroup Differences in Education, Employment, and Incarceration in the Asian and Pacific Islander Community. National Commission on Asian American and Pacific Islander Research in Education (2014). http://care.gseis.ucla.edu/report-and-publications.html

7. Belfield, C.R., H.M. Levin, and R. Rosen. “The Economic Value of Opportunity Youth.” Corporation for National and Community Service, 2012. Web. 29 May 2014. <http://www.civicenterprises.net/MediaLibrary/Docs/econ_value_opportunity_youth.pdf >.

ENDNOTES:

Demographic analysis and document prepared by