impact schools. impact schools high-quality, achievement-oriented schools dedicated to providing...

impact schools

Impact Schools

High-quality, achievement-oriented schools dedicated to providing

disadvantaged learners across South Africa with affordable access to high-quality learning that prepares them

for success in higher education.

© 2008 Michael & Susan Dell Foundation Company Confidential

Promise attributes & sector personality

ACHIEVEMENT-

ORIENTED•Committed to educational excellence that is goal-oriented and objectives- based

ACCESSIBLE

•Affordable to ensure access by high-potential learners from disadvantaged communities

CATALYTIC

•Focused on promoting sectorwide improvement of educational quality in all South African schools

INNOVATIVE

• Intended to break new ground by coming up with new ways to achieve disproportionate learning for disadvantaged students

COOPERATIVE

•Committed to sharing what works with one another and with government

ACCOUNTABLE

•Focused on measurement and transparent reporting of student results to ensure continuous improvement

SUSTAINABLE

•Supported by the government and funded through a combination of public, private and charitable resources

PROMISE

High-qualityPurposefulPerformance-oriented

Equal-opportunityAffordableCommunity-based

ImpactfulFar-reaching

PioneeringCreative

CollaborativeCoordinatedReplicable

DisciplinedTransparent

ScalableDependableResilient

PERSONALITY

What We Heard from You

Sector Impact

Impact schools seek to spark the development of a sustainable South

African ecosystem of affordable, high-quality, high-performing,

achievement-oriented schools for disadvantaged learners.


Disadvantaged Learner impact

Impact schools provide disadvantaged learners with access to high-quality learning experiences

that prepare them for success in higher education.


The Vision• Impact schools provide disadvantaged learners

with high-quality educations.• Impact schools are dedicated to ensuring

each disadvantaged learner’s ongoing academic growth.

• Impact schools work harder, often employing extended day/extended year format of instruction, in order to change the trajectory of their disadvantaged learners’ lives.

• Impact schools prepare disadvantaged learners for higher education.

• Impact schools are affordable to low income families.


Are you ready to call yourself an impact school?


If so, please amend your email signature as soon as you get back to the office:

Kristin O’SullivanExternal Relations ManagerLEAP Science and Maths SchoolProud member of the impact schools sector

And please start tweeting with:

#impactschools

Backup


Sector promise

• Impact schools are committed to the collaborative development of standards and best practices to ensure sectorwide improvement.

• Impact schools pioneer new funding models that combine public and charitable resources for sustainability.

• Impact schools advocate for policy change, seeking recognition as government schools that deliver extraordinary results in exchange additional resources and additional operating freedoms.


Naming Research

T3 and the Jupiter Drawing Room commissioned research company TNS to assist in gathering research on behalf of the Michael & Susan Dell Foundation (MSDF) in their initiative to identify a unique name for what is currently referred to as “Third Sector Schools” in South Africa. TNS interviewed 24 government and private stakeholders in the education space during June and July of 2012.

Further research was undertaken by The Jupiter Drawing Room to gain an understanding among those who currently work in education reform, specifically those involved in the South African Extraordinary Schools Coalition (SAESC). Ten stakeholders were interviewed. While members of SAESC were familiar with the concept of Third Sector Schools, most interviewees in the Private and Government Sectors struggled to define or understand this concept — often questioning if the initiative was private public, a combination or neither.

10

Research Summary

The term “Third Sector Schools” was tested to set a baseline for both groups.

Respondents within the Private and Government Sectors felt that the name had a bad connotation and did not say anything about the kind of schools that make up the sector. Alternatively, the term was perceived as neutral by SAESC respondents.

Based on feedback from the collective groups, there was no clear-cut “winner,” however a set of names did score higher than the baseline of “Third Sector Schools” and resonated more during the qualitative discussions with respondents. Names from this group should be considered.

Because the concept behind these schools is unfamiliar, a name alone will not be able to fully define the concept. However, selecting a name will put a stake in the ground and provide the first step toward truly defining this initiative.

11

Research Summary

• Eleven names were tested across all stakeholder groups. The names are intended to define the category, currently termed “third sector schools.”

• Interviewees:– Private and Government stakeholders (24 total)– Education stakeholders (10 total)

• There is general consensus around certain names, with different preferences as to what the name conveys:

– Private/Government: Slightly prefer aspirational names– Educational: Slightly prefer functional names

• What one group likes in a name, the other group tends to criticize.

• Of these groups, weighting should favor Private/Government that represent funding sources over the perspectives of the Education community.

12

Negative connotations

• Raises eyebrows

• Uncomfortable with the word “third sector”.

• Negative connotation, think 3rd class on the train, 3rd class

citizens. Bad name, 3rd rate something.

• Sounds like 1st and 2nd sector are better and 3rd sector at

the bottom.

• Discriminatory, in a country with a constitution that

advocates for equality.

• Suggests focus only on a specific group of people.

• Suggests that learners belonging to these schools are

more advantaged than others.

• Sounds inferior.

• Sounds like schools that are low in the ranks.

Understood only by those within the sector

• Impersonal name, suggests an alternative

sector, but doesn’t tell people anything.

• Not necessarily positive, but people in the sector

understand it.

• Says nothing to someone outside the sector.

• Technically accurate but open to

misinterpretation by people outside the sector.

• South Africans do not think sectors when talking

about schools. People speak of

government/private sectors and schools are not

associated with sectors.

Other sectors?

• Implies that the

there is a first and

second sector. If so

what are they?

• Sounds like 1st and

2nd sector are

better.

• Suggests that

these schools are

not part of the

schooling system,

only targets certain

learners.

Reactions Toward Third Sector Schools Key Concern: Has a bad connotation and it doesn’t say anything about the kind of schools that make

up the sector.

13

Private Sector/Government

Positive, demonstrates change.

Accurately describes what the sector tries to achieve.

Shows that they are in a process of making a difference or changing.

Suggests that these schools are going to make an impact on something.


Discriminatory, suggests that schools outside the sector are not impactful.

Too objectives-driven. Education not just about objectives.

Would have to define what impact is talked about. Impact on what/whom? Doesn’t say anything.

Not relevant to a public private partnership, could be anybody.

Doesn’t belong in education, says nothing about high-quality education. Maybe if we were trying to name sports, doesn’t apply here.

SAESC

Exactly what the schools are about.

Very descriptive — the logic behind the name is sound.

Making an impact on young minds.

Ties in nicely with the overall objective.

Clear, goal-oriented and objectives-based.

SAESC

Not sure if the schooling element is strong enough.

Sounds too everyday.

Prefacing it with “positive” since it doesn’t describe what kind of impact these schools are likely to have.

Doesn’t stand out.

Impact Schools

Key Concerns:Discriminatory —

suggests that schools outside the

sector are not impactful.

Is the name education-specific enough and will it achieve standout?

Reactions Toward Impact Schools


Governing body called the alliance, might be associated with that in the government sector. Would have to define what is meant by an alliance school and build brand around that.

Confusing. Not always clear where the alliances are.

Alliance with whom?

Open to individual interpretation, not accurate enough.


Most accurate as it speaks to a private/public partnership, which is essentially what the schools are comprised of.

SAESC

Speaks of co-operation and partnership of government and private sector. Like the relational aspect of the name.

There are some US schools with this name, but it is a positive thing.

Team spirit and sharing of skills and experience.

Sounds optimistic and will hopefully encourage governmental cooperation.

SAESC

Doesn’t capture key focus of the schools. Suggests a convergence of thought which isn’t necessarily healthy.

Confusing. Not always clear where the alliances are.

Alliance with whom?

Open to individual interpretation, not accurate enough.

Alliance Schools

Key Concerns:Does not

communicate what the category is about

(not education specific enough).

Reactions Toward Alliance Schools

SAESC

Talks to something new.

Aspirational, neutral word.

Like the link to sunrise and things coming closer.

It is clear, forward looking and optimistic.

Private/Government

No divisional / separational connotation.

Aspirational, neutral word.

Not exclusionary of anyone. Visionary, says we not where we need to be yet but we working on it.

Futuristic, not based on boxing people, history or ideologies.

Focuses on moving forward, schools of the future. Sets a good tone as where education in South Africa should be headed. Positive, signals that there is another phase for education on the horizon.

Private/Government

Already exists as a name for certain schools.

Suggests something that is unattainable.

Run of the mill, nothing exciting about it. Better than the others though.

Doesn’t describe the type of schools in terms of their target groups and what they are about. Says nothing about the schools’ philosophy.

It’s a non-action word that doesn’t mention quality or the partnership between the public and private sectors.

SAESC

Can’t see the conceptual link.

Doesn’t link to the education sector.

Nice name for a school, not for the sector/category as a whole.

Talks about people looking in the same direction and not looking in all directions.

Something that is far away and that one never quite catches.

Key Concerns: Vague, doesn’t capture the

essence of what the schools are.

Horizon Schools

Reactions Toward Horizon Schools

Third Sector schools

3 1 1 5 6 3 6 3 3 4 2 1 5 5 2 1 1 1 1 3 3 2 5 2 2.88

Horizon 4 1 1 8 7 4 5 5 4 4 3 7 9 8 7 3 4 6 5 8 3 2 5 5 4.92 6

Schools of Excellence

3 1 1 5 5 4 4 2 3 2 8 5 1 8 6 3 8 7 1 5 7 4 8 1 4.25 5

Academies of Excellence

2 2 1 7 5 4 4 2 8 5 5 7 9 9 4 6 7 7 4 5 7 4 9 8 5.46 3

Momentum 5 1 1 2 6 3 4 7 5 3 1 2 1 8 7 2 2 7 2 6 3 2 6 7 3.88 2

Alliance 2 1 1 7 4 6 4 4 4 6 3 5 1 6 2 2 3 6 3 4 6 7 4 1 3.83 2

Impact 3 1 1 6 6 5 2 8 3 3 1 6 7 6 7 2 7 8 1 7 5 4 7 1 4.46 1

Path 5 2 1 1 6 4 5 5 5 6 6 2 7 7 4 2 3 6 2 6 3 6 4 1 4.13 1

Spark 4 1 1 6 7 4 4 6 4 4 2 3 2 6 5 2 1 9 1 3 6 2 4 7 3.92 1

Collaboration 5 1 1 1 4 5 4 3 5 4 4 1 2 8 4 2 3 6 1 7 5 5 7 1 3.71

Progress 5 1 1 1 6 4 4 5 5 3 6 1 6 8 5 2 1 6 2 2 4 4 4 1 3.63

Unity 3 1 1 3 7 4 4 1 3 1 5 6 9 6 1 2 3 4 4 1 4 6 4 1 3.50

Quantitative View: Private/Government Sector Interviews

Avera

ge

Firs

t ch

oic

e

Government Ratings

Private Sector Ratings

NB: Three respondents could not choose any of the names as their first choice.

Ranked based on number of times chosen first.

17

Top box (7 thru 10)

Bottom box (1and 2)

Quantitative View: SAESC Interviews

Average rating

lower than 3rd Sector Schools

18*Respondent rated both names as their favorite

Top box (7 thru 10)

Bottom box (1and 2)

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