“The President should also vow to bring the Network for Teaching Entrepreneurship, or NFTE to every low income neighborhood in America.” – Tom Friedman, January 24, 2010

NFTE Overview & AlignmentsNFTE Overview & Alignments

3

Founder: Steve Mariotti

In 1982, after getting mugged by teenagers who took $10 from him, Steve realized he had to help youth find a better way. He made a significant career change and became a Special Education/Business Teacher in the New York City public school system. After teaching in notorious neighborhoods such as Bedford-Stuyvesant in Brooklyn and the “Fort Apache” section of the South Bronx, he discovered unique insights about connections between entrepreneurship education, learning, and motivation, particularly among economically disadvantaged youth. This led to the creation of a formal curriculum and the founding of the National Foundation for Teaching Entrepreneurship (now the Network for Teaching Entrepreneurship) in 1987.

Steve Mariotti received an MBA from the University of Michigan and has studied at Harvard University, Stanford University, and Brooklyn College. His professional career began as a Treasury Analyst for Ford Motor Co. (1976-79). He then founded Mason Import/Export Services in New York, eventually acting as sales representative and purchasing agent for 32 overseas firms.

"Our program transforms street

smarts into business smarts"

NFTE Today: Organizational Snapshot Mission The Network for Teaching Entrepreneurship (NFTE) provides programs that inspire young people from low-income

communities to stay in school, to recognize business opportunities and to plan for successful futures.

Students Target Population: young people from low-income communities, ages 11 – 18 330,000+ youth served since 1987 FY 2011 Goal: 41,000 students

Teachers Active teacher corps: 450 U.S. and 775 International NFTE has trained 7,000 teachers since our inception

Curriculum Pearson Prentice Hall:

Entrepreneurship: Owning Your Future (11th edition, 2009, for high school) Entrepreneurship: Starting & Operating a Small Business (2nd edition, 2009, for college) BizTech 3.0: online business plan tool Exploring Careers, middle school textbook funded by MetLife (1st edition, 2010)

Your Financial Future, financial literacy lessons and volunteer guide, in partnership with Bank of America (2 nd edition, 2010)

Ten9Eight case study book, in partnership with Scholastic (1st edition, 2010) Peter G. Peterson Foundation: online personal financial games (1st edition due Q3 2010)

Operations & Financial Information 11 domestic program offices Active programs in 21 states and 11 countries FY 2011 budget is $15.8M; FY 2010 projected $14.3M

4

AEP 2010 AEP 2010 Distinguished Distinguished Achievement Achievement

Award Winner Award Winner for Math 9-12for Math 9-12

NFTE Program Offices and Domestic Licensees

5

Program Offices:Baltimore, Bay Area Chicago, DallasFairchester Los AngelesNew EnglandNew York MetroPhiladelphiaSouth FloridaWashington DC

Licensees: Atlanta, Cleveland, Fresno, Kansas, Pittsburgh, South Carolina

International Licensed Partners

6

BelgiumBermudaChinaEnglandIndiaIrelandIsraelGermanyNetherlandsNew ZealandSouth Africa United States

Strategic Goals 2013

7

Domestic Programs International Programs Thought Leadership

• Every student will graduate high school with a plan for success

• Every advanced student will gain experience creating a small business

• Every student will graduate the NFTE program with a plan for success and demonstrate mastery of the core concepts of entrepreneurship

• Foster an “ecosystem” that supports the adoption of entrepreneurship programs in public schools and across educational institutions while creating an environment of innovation to bring entrepreneurial values widely to young people.

• Program offices and licensees will serve more than 30,000 students and 500 advanced students per year

• International licensees will serve more than 30,000 students per year

• 250,000 students per year will learn entrepreneurship through NFTE curricula and online tools

• Over their lifetimes, on average, high school graduates earn $300K more than their peers. College graduates earn an additional $1M.

• Small businesses are the foundation of economic growth and community renewal. They generated 64% of net new jobs over the last 15 years and contribute more than half of non-farm GDP.

Teacher Training & Development

Identify schools and educators

Train educators at 4 day intensive “NFTE University”

Mentoring

Professional development E-Learning Workshop Teacher Meetings

Award opportunities Advanced Teacher Forum Regional retreats

8

Regular site visits from NFTE staff

Assist in volunteer recruitment, field trip planning and business plan development

Online course management system

Train Implement Support

NFTE Student Experience NFTE impacts students’ basic academic and life skills through a hands-

on entrepreneurship curriculum that reinforces math, reading and writing, and develops skills in critical thinking, teamwork, communication and decision-making

NFTE-trained teacher NFTE textbook, workbook & supplementary materials Semester or full-year class in middle or high school Business plan development Business plan competitions: class, regionals, nationals Buying & selling event Field trips to local businesses Class speakers (entrepreneurs, business executives) Mentoring

9

NFTE Student Experience – Reinforcing a Pathway

NFTE Program focus at each stage

NFTE bridges the middle & high school experience through Summer BizCamps and online services

NFTE Alumni Networkwww.nftealumninetwork.com

MIDDLE SCHOOL EARLY HIGH SCHOOL LATE HIGH SCHOOL COLLEGE, OWN A BUSINESS & BEYOND

Students learn business practices through experiential modules

Core high-school curriculum: Students learn through in-depth courses and learn to develop a business plan

Students develop a deeper understanding through mentoring & competition

College/Post-SecondaryCurriculum

NFTE offers advanced programs for students to expand their entrepreneurial activity and often launch their businesses

10

Middle-school curriculum

2011 Program Standards

Every Student Will... Receive an 11th edition textbook, a

workbook (students in funded classes will receive a copy of "Teen Business Blast Off“)

Participate in at least eight standardized in-class experiential activities

Complete a business plan Present a business plan Complete a summative assessment

covering chapters 1-14 Receive a certificate signifying graduation

from the program Register with the alumni Web site

Every Teacher Will... Be graduated from NFTE University Deliver lessons covering chapters 1-14 of

the 11th edition Attend eight hours of professional

development per semester, including at least two in-person sessions

11

2011 Standards for NFTE DC Region

Our Program Staff Will... Introduce students to NFTE within the first four weeks of

class Visit at least once every three weeks (five times per

semester) to meet with the teacher, observe class, or lead an activity, including at least one instance of each

Introduce students to at least one guest speaker, preferably an entrepreneur, in class or on a field trip

Bring business plan coaches to class at least twice Run classroom-level or school-level competitions Introduce students to representatives of relevant partner

organizations Document program data and maintain records Provide teacher stipends based on program records/

performance Document classroom observations and produce classroom

feedback reports Organize an end-of-year close-out event for teachers that

combines appreciation and individual feedback sessions

Our Volunteers Will... Complete volunteer orientation Provide individual coaching to students regarding

their business plans Work one-on-one with students on their "plans for

success," so that every student has a conversation with an adult about his or her future

School Leaders Will... Commit to and sign NFTE's Memorandum of

Understanding Structure the program in a way that allows for at

least 65 hours of dedicated instructional time Offer the program as a standalone course or

embedded in math, economics, business, or CTE Support selection of effective teachers who are

passionate about NFTE

12

2010 – 2011 Current Sites

WASHINGTON, DC SITES (11) Business & Finance Academy @ HD Woodson

Senior High School Coolidge Senior High School* Columbia Heights Education Campus (Bell

Multicultural SHS) Hyde Leadership Public Charter High School Luke C. Moore Academy Senior High School* Options Public Charter School* Park Morton Terrace Afterschool Program* Spingarn Senior High School Washington Math Science Technology Public

Charter School* Woodrow Wilson Senior High School* HD Woodson Senior High School

MARYLAND SITES (5) Bladensburg High School Croom Vocational High School Northwestern High School Parkdale High School Suitland High School

VIRGINIA SITES (3) Annandale High School TC Williams High School Wakefield High School

13

*New site

NFTE’s Outcomes Logic Model

14

Content•Entrepreneurship/ business ownership•Financial literacy

Program Components•NFTE-trained teacher•NFTE curriculum•Students write & present business plan•Business coach•4 program models- middle school, early high school, late high school, BizCamp

Attitudes/Aspirations•Improved attitude towards school •Sense of self-efficacy •Improved education & career aspirations

Knowledge/ Skills•Entrepreneurship/business ownership•Financial literacy•Public speaking

Behaviors•Improved attendance•Improved behavior•Increased test-taking & post-secondary application

Academic Outcomes•Improved test scores/GPA•Higher promotion rates•High school graduation•Acceptance to post- secondary institutions

Education•Attends post-secondary institution

Career•Gainful employment – median income, business formation

Pathway to Prosperity

Short-Term outcomes Intermediate outcomes Long-term outcomes

Short-Term Outcomes (STO) occur during NFTE class

Data to measure STO: pre/post NFTE surveys

Long-Term Outcomes (LTO) occur 3+ yrs after NFTE

Data to measure LTO: Alumni survey & US data

Inter. Outcomes (IO) occur 1-2 years after NFTE class

Data to measure IO: district data & 12th grade survey

NFTE programs range from 2 weeks to multiple years

Data to measure program: teacher surveys, prog offices

The NFTE Program

Research and Outcomes Locally and NationallyResearch and Outcomes Locally and Nationally

Chicago Public Schools WorkKeys Data WorkKeys is a major standardized test created by the makers of the ACT to test students’ work readiness skills Every Chicago Public Schools junior takes two of the WorkKeys exams: Applied Math (business math) and Reading for Information (reading

comprehension of business documents: letters, memos, manuals, etc.) South Shore High School broken into four small schools – entrepreneurship, arts, leadership and technology – in 2001 Students take 3 years of entrepreneurship based on the NFTE curriculum Data from 2005 to 2008 indicates entrepreneurship students outperformed peers in the other tracks.

7 – 10% more entrepreneurship students scored work ready for reading 12 – 20% more entrepreneurship students scored work ready for math

Harvard Graduate School of Education (Research Focus: Academics/School) Interest in attending college increased 32% Occupational aspirations increased 44% Independent reading increased 4% Locus of control (belief that attaining one’s goals is within one’s own control) increased 3.1% Entrepreneurial leadership increased 13.2%

Brandeis University (Research Focus: Business Knowledge/Formation) Participation in a NFTE program increases:

Business knowledge by 20 times Business formation rates by 30 times

In a follow-up survey NFTE alums reported: 70% were in post-secondary education 43% had part-time jobs; 20% had full-time jobs 33% were still running a business (no min. income level assumed)

Research & Evaluation: Results

16

One of NFTE’s main strategic goals is to have every NFTE student graduate from high school with a plan for success. Rigorous research and evaluation efforts are essential to achieving this goal, as they provide decision makers with information about current activities and recommendations for continuous improvement. In particular, our annual student outcomes report is a central piece in NFTE’s research agenda. Specifically, we explore in our research three broad topics: (1) program implementation, (2) knowledge gain, and (3) changes in aspirations, attitudes, and life skills.

Some of the main findings from our research on NFTE students in the Greater Washington, DC area, in the school year 2009-10 include:

89% of NFTE DC students felt that the NFTE program had “a great deal of positive influence” or “a good influence” on their life.

97% of NFTE DC students said they would recommend the program to others. 47% of NFTE DC students found the program to be as important as other classes to their overall education and

an additional 36% found the NFTE program more important. 93% of students started working towards a business plan, 81% completed such a plan, 62% presented the plan

in class, and 41% started a business. More NFTE DC students (33%) increased their aspirations to pursue college and higher degrees, compared to

students who decreased them (24%) following the NFTE program. Students’ entrepreneurial knowledge increased by 10% after completing the program.

2010 Visibility Highlights

NFTE’s top three winners of our 4th annual national business plan competition had the opportunity to meet President Barack Obama at the White House on Monday, October 19, 2009

TEN9EIGHT: Shoot for the Moon chronicles the inspirational stories of several teens from low-income communities as the compete in an annual business plan competition run by the Network for Teaching Entrepreneurship (NFTE). By learning how to be entrepreneurs, many of these students can now forge futures and destinies they never thought possible.

Released on 16 screens by AMC in 8 U.S. Cities in November 2010BET, a unit of Viacom, first aired the film on February 7, 2010 to coincide with Black History Month and will air it multiple times over the next two years.Premieres in New York City and Washington DC and other private screenings in LA, Chicago, Miami, Dubai and London.Media coverage included The New York Times, Financial Times, Inc., Washington Post, Boston Globe, Chicago Tribune and PBS Evening News.Generously funded by the John Templeton Foundation and the Kauffman Foundation

18

Scott Paiva, Zoe Damacela, President Obama, Kalief Rollins, Amy Rosen, Steve Mariotti

19

Local Highlights

Started in 1994 with $1M grant and 6 DCPS

Over 22,700 local youth served (age14-18) from DC, MD and VA.

14 National Entrepreneur of the Year Winners & over 28 Regional Teacher of the Year Winners.

Students highlighted in Black Enterprise Magazine, Washington Post, Washington Times, CNN, & NY Times.

Secured over $12M to invest in NFTE programming in area schools.

19

20

NFTE DC Metro Highlights

Established business partnerships with philanthropic dollars secured in over ten schools through NFTE Adopt-A-Class Program

Invested seed capital in over 8,000 students through annual NYC Wholesale trips

Local students have received full college scholarships to Babson, University of Delaware, GWU, Southeastern U. and Hillman Entrepreneurship Institute @ PGCC through NFTE connections

Academic partnerships with George Washington University (2006- present), Georgetown University (1998 – 2005)

Dual-enrollment credit for all Virginia NFTE students at NOVA. Model also being replicated in DC and parts of Maryland.

Top NFTE Operating Unit in 2005 & 2007

20

21

NFTE DC Metro Operations FY11

2010 – 2011 Students served: 850 - 950

Schools: 20

NFTE classes: 37

Teachers: 20

Volunteers & Guest Speakers: 208

Business Plan Competitions: 2 Semifinal, 2 Regional, 1 National

Team: 4 staff, 22 member Advisory Board, 208 volunteers, 5 interns

21

22

NFTE & Our School Partners Continued and Strengthened Alignment:

“Every Student College and Career Ready”

23

NFTE Vision and Objectives

Launch Middle School programs that feed NFTE HS programs. Stand alone entrepreneurship & financial literacy course based on shelf-space and ideally in 7th or 8th grade.

Build out High School programming into a one or two year sequence that includes dual-enrollment college credit for eligible students. –Dual enrollment model underway in DC, MD & VA.

Train and certify multiple teachers ideally teaching multiple classes and look at entrepreneurship foundation course at 9th or 10th grade level. Trainings in December and July 2011

Obtain school data and assess via pre-post test and 3rd party research (i.e. GWU) HS graduation rates, academic achievement, college enrollment & graduation.

Reach 15% of market share or 5,000 youth annually by 2015

2424

NFTEams: A Volunteer Program

A program in which NFTE assembles and appoints a team of individuals with the responsibility of supporting a classroom.

Team Size: 4-6 people from the DC Metro area business community Team Members:

Captain: Experienced in classroom; Responsible for coordination with teacher and co-captain regarding volunteer roles, teacher needs, among other things

Co-Captain: Same as captain, but less classroom experience and secondary coordination responsibility with teacher. Primary responsibility to coordinate with volunteers

3-5 Volunteers: Speakers, coaches, judges Schools Participating in School Year 2010-2011:

Bell Multicultural SHS, Business Finance Academy@ HD Woodson SHS, Wilson SHS, Hyde Leadership Charter School and Annandale HS

25

NFTEams Objectives

Bring business people to the classroom to provide greater depth and breadth of expertise Offer 1:1 coaching and mentorship; help students compete in biz plan competition Create continuity in the classroom Deliver relevant assistance to students

Improve the Student Experience

Improve the Teacher Experience Enhance teachers’ curriculum with complementary experiences from the business

community Assist in providing personal support to students Create ease of coordination for teacher

Improve the Volunteer Experience Connect volunteers to the heart of NFTE’s program…students and teachers Enhance the volunteers’ participation by surrounding them with a team Apply better logistical organization to volunteer experience Prepare volunteers by teaming them with experienced leaders Provide tangible result to volunteers

26

Adopt-A-Class Model – Active PhilanthropyNFTE DC Metro launched the Adopt-A-Class active philanthropy program in 2001. Through this initiative, donors contribute $10,000 to underwrite one seasoned NFTE class and volunteer repeatedly over the course of the semester. They bring real world business expertise into the classroom and help coach and mentor students. Funds are used to provide teacher professional development, curriculum, seed capital for students, field trips, competition awards, and classroom supplies.

School – 4 Total Year Adopted Funds Bell (Columbia Ed) 2010 $10,000Hyde Public Charter School 2008- 2010 $20,000Largo High School 2003-2004 $20,000Northwestern High School 2006-2007, 2010 $30,000Northwestern High School 2008-2009 $20,000Potomac High School 2002-2003 $10,000Potomac High School 2003-2004 $8,500Potomac High School 2004-2005 $18,500Suitland High School 2002-2003 $11,000Suitland High School 2003-2004 $11,000Suitland High School 2004-2005 $39,500Suitland High School 2005-2006 $20,000Suitland High School 2006-2007 $20,000Suitland High School 2007-2008 $20,000Suitland High School 2009-2010 $10,000Suitland High School 2010-2011 $10,000TC Williams High School 2009 – 2011 $15,000Wakefield High School 2010 – 2011 $10,000

27

Next Steps & Questions

28

Next Steps: Questions Alignments to School reform Plans?

Who on team designated to work with?

Access school data?

What teacher(s) and schools could really champion this initiative further?

Strategy to create entrepreneurial culture/entrepreneurship pathway in schools including Dual- enrollment college credit?

30

Opportunity

NFTE is a simple idea that improves the lives of thousands of young people each year.

Resourced well, NFTE can be a part of the solution to our current economic and educational

challenges worldwide.