Our Work

Leveling the Education Playing Field for Disadvantaged Youth

Purpose:

To level the education playing field for disadvantaged youth (Organizational Mission).

Method:

We will focus all available J2W resources (capital and people) toward increasing access to, and improving the quality of, the early childcare and out-of-school time systems within our service areas (Program Strategy).

End State:

Economically-disadvantaged youth demonstrate measurable improvements in 3rd grade literacy and attendance to improve the likelihood of future on-time high school graduation, college and/or career readiness, and long-term earning potential (Impact Measurement).

Problem Statement Pathway for Low-Income Students Economically-disadvantaged students generally perform worse in school than their higher income peers

J2W Programming Framework Build partnerships to identify gap areas, develop solutions, and test concepts while bridging grade bands

J2W Foundation Program Theory of Change

Strategy to Achieve Theory of Change Work to ensure more access to quality early childhood education programs, coupled with supplemental after-school/summer programs throughout elementary school, to better ensure students are on-level by 3rd grade. Students on-level by 3rd grade regularly attend school, feel connected, and have higher on-time graduation rates.

Community-Level Impact Measures of Performance

For more information, please see Data Analysis section at the bottom of the page

Data Analysis

    1. Goal: To demonstrate community-level academic and social emotional learning impact in all three geographic service areas.
    2. Method: From 2021-2031, evaluate key academic and social emotional learning indicators within the entire elementary school (pre-kindergarten through 5th grade) student body for each district.
    3. Results:
      1. At the end of School Year 2024-2025, we have now been able to assess the key indicators within each of our service area school districts. From 2020-2023, much of the data was considered baseline data coming out of COVID-19 and its associated (and expected) learning loss. From SY 23-24 and beyond, we are now using this data to help inform our partners on developing strategies to address growth.
        • For kindergarten readiness, we are assessing data using the Virginia Kindergarten Readiness Program (VKRP) testing in Virginia (specifically the Virginia Language and Literacy Screening System, or VALLSS) and the Kindergarten Readiness Assessment (KRA) testing in Maryland. Previous to SY 24-25, different assessments were used by both states, requiring an “asterisk” around the data sets as assessed fields did change at that point in time.
          • Dorchester did not use the previous KRA assessment for SY 24-25. Thus, it should be cautioned to compare previous SY data with this particular year. DCPS is moving back to a new K assessment for SY 25-26, which we assume will be in place for the next few years or more. That being said, kindergarten readiness improved dramatically from fall 2024 to spring 2025 (26.9% in the fall, to a midpoint assessment of 44.1% in the winter, to a final 65.7% hitting benchmarks in the spring of 2025). We coded Dorchester County as “green” for its remarkable growth over the course of the year.
          • Winchester’s VALLSS score reflected strong student growth from fall 2024 to spring 2025 (moving from 39% to 47%, showing a 21% increase). Our goal, using the previous PALS-K assessment tool was 68%, thus, we coded this “yellow” for a health score. We do expect stronger growth as this new assessment score becomes the norm for testing. Resulting from the different fields scored between VALLSS and PALS-K, we did see a drop in end-of-year data from 75% to 47%, but again, keep that transition with an asterisk.
          • Fairfax County’s VALLSS score remained at 80% in the spring of 2025. We coded this “green” for a health score.
        • For 3rd grade on-level reading, we analyze Standards of Learning (SOL) testing in Virginia and the Maryland Comprehensive Assessment Program (MCAP) and DIBELS (Dynamic Indicators of Basic Early Literacy Skills) testing in Maryland.
          • Dorchester County saw a strong increase in 3rd grade MCAP reading scores, from 32% in the spring of 2024 to 49% in the spring of 2025 (53% increase). We coded this “green” for a health score. This is a massive improvement for DCPS and reflects a positive way forward. This is virtually on par with the MD state average of 50%.
          • Dorchester also showed a strong increase in reading DIBELS readiness, moving from 39% to 52% meeting benchmarks between spring 2024 and spring 2025. We coded this “green” as well.
          • Winchester demonstrated a slight increase in 3rd grade reading SOL meeting benchmarks from fall 2024 to spring 2025 (50% to 51%). However, this was a sizable decrease from the spring of 2024 (67% demonstrating on grade level reading). We will see if this was a on-off blip score for this particular year group or if there is more of a concerning trend we need to be aware of. Some reduction in scoring might also be attributable to the state policy this year of improving the rigor of the assessments to be more in line with the NAEP (Nation’s Report Card). We coded this “yellow” for a health score.
          • Fairfax County noted a slight increase in the 3rd grade SOL reading assessment score from 78% to 79%, already reflecting a very healthy on-grade level assessment. We coded this “green” for a health score.
        • For 3rd grade on-level math, we analyze SOL testing in Virginia; and MCAP and iReady testing in Maryland.
          • Dorchester County demonstrated strong growth in MCAP readiness, moving from 29% readiness at the end of SY 23-24 to 38% in the spring of 2025. This continued positive growth (31% improvement) over the last two years earned DCPS a “green” health score.
          • Dorchester County did reflect a drop in the iReady math assessment, decreasing from 36% in the spring of 2024 to 28% in the spring of 2025. We coded this “red” for a health score. We are unsure of the discrepancy between iReady and the MCAP score, but it will be monitored over the next school year. Incoming students in the fall typically start with extremely low benchmark scores but do show growth over time during the SY.
          • Similar to its reading SOLs, Winchester demonstrated a significant drop in 3rd grade math SOL meeting benchmarks, moving from 70% in the spring of 2024 to 59% in the spring of 2025. This was better than, but similar to, the spring 2023 score of 50%. Thus, we coded this “yellow” for a health score and will be looking next year to see if this is also a one-off dip or a concerning trend.
          • Fairfax County noted a two-point increase in 3rd grade math SOLs, moving from 76% in the spring of 2024 to 78% in the spring of 2025. We coded this “green” for a health score.
        • For elementary school attendance, we measure chronic absenteeism rates, hoping to see reductions in loss of school time. Chronic absenteeism is defined as missing 10% or more of the school year (equaling 18 or more days in year) and includes both excused and unexcused absences.
          • Dorchester County did show a slight improvement in chronic absenteeism from last year, moving from 31% in the spring of 2024 to 29% in the spring of 2025. Our goal was to drop absenteeism to 20% or below and thus DCPS still earns a “red” health score. We continuously note a very high absenteeism rate in the winter (Quarter 1) each year, attributing much of that to health reasons and, as we reduce that number annually, we are seeing lower end-of-year numbers. This will be an area of focus for next SY.
          • Winchester reported 16% chronic absenteeism rate in the spring of 2025, 3 points higher than the spring of 2024 (13%). While we noted a drop, WPS has maintained a relatively low, consistent absenteeism rate for the past several years. The goal moving forward will be to remain persistent in the approach and work on dropping those numbers point by point throughout the SY. This was coded as a “yellow” health score.
          • Fairfax County reported 11.9% chronic absenteeism rate in the spring of 2025. This was an improvement from the 12.8% reported in spring 2024 and thus resulted in a “green” health score. Fairfax County has now fully achieved their district-wide goal of 12% or less.

    b. This School Year 2024-2025, we witnessed great improvements in reading and math, particularly with Dorchester County Public Schools and Fairfax County Public Schools. Winchester noted decreases in kindergarten readiness, reading, and math performance which we are now trying to better determine the reasons behind that, whether that being the change in assessments (rigor and measured fields of study) or other factors. DCPS also replaced its kindergarten readiness assessment, making an apples to apples comparison also a challenge this year. DCPS continues to show high levels of chronic absenteeism, which will be a priority for both the district and the community next SY. Opposite of that, FCPS and WPS are showing great improvements in reducing chronic absenteeism. As these strategies and growth goals are based on a 10-year horizon, we will continue to use data to drive decisions and grantmaking moving forward to help create solutions that will last and be high-impact.