 Words might be one of the most powerful tools we as humans have. As a partnership whose role is to bring our Kenosha County community together to improve student outcomes, we know words have the power to inspire people together towards action, or to divide and “other” groups that are different from us. When phrases are embedded in our everyday language, it can be difficult to take a step back and think about the broader meaning behind the words. But, we believe that using continuous improvement and being reflective in our work is the only way for us to move forward. That’s why we encourage you to consider flipping a script that you may not even know that you have, and that we’ve also used. In education, it has become widely understood that there is an “achievement gap” that exists. This is most often used to describe the difference in academic outcomes between student groups--typically, between white students and students of color. Now, it is helpful to have a common language so that when people come together to create solutions, everyone is on the same page sooner and can help move the conversation further. And, we want to make certain that we’re creating positive narratives that will encourage all our Kenosha County students to achieve their full potential. In recent years, some have suggested replacing “Achievement Gap” with “Opportunity Gap.” The word “Achievement” very subtly attributes lower rates of academic success to the students themselves, or to the schools, rather than to the unequal and inequitable distribution of educational opportunities to different student groups and neighborhoods. This shift may also change our mindsets as we work together to identify solutions that lead to more equitable outcomes. Opportunities for students to choose and own books in their own home, attend high-quality early childhood education, participate in summer camps, and build relationships with adults with varying careers and post-secondary credentials, all have a compounding effect on a student’s achievement over their lifetime. The issue, therefore, is an opportunity gap, not an achievement gap. Our hope is that this re-frame will inspire us to continue working together towards systems change--leading to systems where all of our students have access to equitable opportunities to support and promote their learning and success. How You Can Help:
 Building Our Future’s newest network, Early Grade Reading, focuses specifically on third grade reading proficiency in Kenosha County. To those not intimately involved in education and social challenges, it may seem that third grade reading scores is randomly selected. It may also seem like third grade reading scores impact only elementary school teachers and not our wider community. However, research shows the huge implications this single data point can have on the wider economy, and dire third grade reading levels for some means ALL of us are held back from reaching our full potential. A study commissioned by the Annie E. Casey Foundation found that one in six children who are not reading proficiently in third grade do not graduate from high school on time, which is a rate four times greater than proficient readers. It’s estimated that students who do not graduate from high school cost society an additional $260,000 in lost earnings, taxes, and productivity. They’re also more likely to be arrested or have a child while still a teenager, which both have additional financial and social costs. These costs trickle down to individual and corporate taxpayers. Locally, third grade reading impacts the entire community. With Kenosha County being one of Wisconsin’s manufacturing hubs and a hotbed of investment, development, and innovation, the fact that, according to the Wisconsin state exam, only 45% of our third graders are reading proficiently could be a liability in future economic success. With unemployment at its lowest rate since 1999 at 3.9%, this leaves little room for employers to access new employees. Even though more people are moving to Kenosha County, this still leaves our current residents behind, particularly those families living in poverty. While 62% of third graders who are not economically disadvantaged are proficient readers, only 27% of students who are can read proficiently. Imagine if 100% of students who are economically disadvantaged could read proficiently, and what this could do for their high school graduation rate, Kenosha County’s talent base, and ultimately, breaking the cycle of poverty. Imagine what benefits this would have for you as a taxpayer, as an employee or employer, and as a community member. How You Can Help Third grade reading levels don’t only improve with going to school. Anyone can be involved in this work. Consider:
 Have a passion for reading? Do you love helping children? Looking for a way to get involved in the community? United Way of Kenosha County is looking for volunteers to help tutor children during the upcoming school year. In the 2017-18 school year, the program at McKinley Elementary trained 80 volunteers to help 49 students. In all, 1,077 hours of volunteer tutoring helped students go up 150 reading levels. Currently, fewer than half of Kenosha County children are proficient in reading in third grade. This is an important milestone because, at third grade, children switch from learning to read to reading to learn—and those not proficient get left behind. For the coming 2018-19 school year, the United Way of Kenosha County’s Readers are Leaders tutoring program is partnering with Kenosha Unified School District and Building Our Future to expand to three more schoolsーMcKinley Elementary, Wilson Elementary, Brass Elementary, and Forest Park Elementary. The program hopes to have over 314 volunteers, about 78 per site, sign up for these locations. Building off of the success of previous years, United Way of Kenosha County will again expand the program in the 2019-20 school year. How to get involved
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