Introduction: Bridging Gaps in the Epicenter of Change
In Georgia, a state rooted in the legacy of civil rights, the Institute for Educational Leadership (IEL) is making significant strides in closing the gaps that have long separated communities. More than just connecting people, IEL’s work is about healing long-standing divisions and fostering real unity across the state.
IEL tailors its programs to meet Georgia’s unique needs and create lasting improvements. IEL puts its knowledge into practice with targeted initiatives like the Education Policy Fellowship Program (EPFP)TM, developed in partnership with the Georgia Partnership for Excellence in Education, to equip leaders to shape impactful education policies. In collaboration with Clarkston Community Center, IEL nurtures young leaders with programs like Leaders of Tomorrow (LoT) and the Ready to Achieve Mentoring Program (RAMP). Additionally, IEL recently partnered with HCM Strategists for their Black Learner Excellence Summits, focusing on transforming higher education systems. Each initiative IEL implements has a direct and lasting impact on educational equity across Georgia, addressing immediate community needs and setting the groundwork for future improvements. IEL plays an essential role in facilitating an exchange of ideas and collaborating effectively, providing access to quality education, healthcare, and economic opportunities, one leader, one policy, and one community at a time.
Addressing Unique Challenges and Opportunities
Dr. Donnie Hale, Jr., the Vice President of Impact and Growth at IEL, views Georgia as a state marked by sharp disparities in education, wealth, and resource access. In his previous role as IEL’s Southern Regional Deputy Director, he advocated for comprehensive and inclusive efforts that transcend traditional educational boundaries, involving schools, healthcare institutions, and community centers to create a unified approach to address these divides. His insights into the hyper-segregation of schools illustrate the urgent need for inclusive community dialogue to foster cohesive and substantial change. Dr. Hale emphasizes that building trust and relationships within communities is foundational, advocating for organizing around shared interests and essential needs to catalyze meaningful progress.
The necessity of this work begins with the data. Georgia’s public school system represents a diverse educational landscape. Currently, 1,686,318 students attend Georgia’s public schools.1 56% of them qualify for free and reduced lunch2, and 22% of students struggle with chronic absenteeism.3 The number of immigrant children attending K-12 education is 55,000 in Georgia, highlighting a need for more adequate support services.4 Unfortunately, these students often face academic hurdles, with only 70% of immigrant students graduating each year.5 The economic landscape in Georgia also shows a diverse story. In 2021, nearly 1,476,000 Georgians lived in poverty, a number that only slightly improved in 2022.6 These statistics often are indicators of system issues preventing students and families from their right to receiving a free and quality public education. IEL’s work is transformative in this space, with programs such as EPFP, LoT, and the 2024 Community Schools and Family Engagement Conference that inspire fellows nationwide to do the hard work creating and implementing systemic change throughout the country.
Georgia’s public education system is also grappling with significant challenges in student achievement. For example, the 2021-2022 school year, with 36% of students in grades 3-8 demonstrating proficiency in English Language Arts and 39% reaching proficiency in Mathematics on state assessments.7 IEL fellows and partners are working to create change. In Macon, under the leadership of Dr. Sundra Woodford, IEL Fellow and OneMacon! Neighborhood & Community Engagement Project Manager, with the support of initiatives like the United Way of Central Georgia, is championing efforts are concentrated in Bibb County, where educational performance has traditionally lagged, and 31% of children live below the national poverty line.8 The leadership influence extends to Burdell-Hunt Magnet school, where reading proficiency, although improved, underscores the ongoing need for systemic change. From Georgia’s EPFP program alone, 279 graduates are working on lessening educational gaps across the state. Addressing Georgia’s challenges in student achievement, IEL’s programs, such as EPFP and Leaders of Tomorrow, have significantly enhanced educational outcomes. These initiatives directly tackle issues like chronic absenteeism and low graduation rates, contributing to measurable improvements in educational equity.
While the state’s high school graduation rate of 84.1% might seem high at first glance, it falls short of the 87% national average, signaling that many students are not completing their secondary education.9 The state’s future prosperity hinges on its ability to equip its youth with the essential skills and knowledge to thrive in an increasingly competitive global landscape. Over 614,000 students pursue higher education, and the story of Georgia’s educational determination unfolds.10 Among them, 18,000 first-generation college students form a diverse student body facing unique academic challenges111 This underscores the critical need for supportive educational pathways from early childhood to post-secondary.
IEL’s efforts in Georgia clearly show their dedication to improving education throughout the state. Each IEL initiative contributes directly to reducing educational disparities, ensuring all Georgian students have the opportunity to succeed.
Dr. Hale often reflects on the metaphor of restoring breaches as crucial to understanding IEL’s work. He explains, “I think relationships build trust. The word I’ve been noodling on for the year is restoring breaches. Because often, when you want a bridge over your troubled waters, you have to restore the breach that happened between two banks. Because, yeah, you may have a waterway going in between, but if they’re, the breach isn’t restored. People cannot walk back and forth, exchange ideas and thoughts, and become a solution. So often, we have breaches that exist, and they continue to exist. If we can help restore the breach and reestablish relationships, then we’re in a position to get the ball rolling again and talk about access to health care, high-quality education, access to housing, and mental and physical health. So, we have to think about higher education and workforce development because those things impact families. But if the breach remains, we can’t cross the bridge.”
Rebuilding Connections: IEL’s Mission in Motion
IEL Mission and Vision:
The Institute for Educational Leadership (IEL) is committed to developing and connecting adult and youth leaders who strengthen communities and education systems. IEL envisions a future where shared leadership effectively utilizes all available resources to uplift and empower communities, ensuring that every individual has the opportunity to thrive. IEL believes that by fostering strong systems and shared leadership, we can create a society where all community members can advocate for their aspirations and young people can reach their full potential.
IEL’s Coalition for Community Schools Mission and Vision:
Our mission is for every school to become a Community School. Our goal is to create 25,000 Community Schools by 2025. Schools are centers for creating communities where everyone belongs, works together and thrives.
IEL’s work in Georgia is a response to the enduring question of why these divisions persist. By partnering with local constituents, IEL is not merely building bridges but helping to rebuild the structures that support community and academic growth. Each program developed and implemented by IEL—whether it’s providing professional development for educators, facilitating cross-sector partnerships, or promoting strategies for equity and inclusion—is a step toward rebuilding and restoring these critical connections.
IEL’s mission in Georgia has been clear: connect public education to vital sectors, build effective workforce pathways, and prepare leaders who can help mend gaps and transcend barriers. Through carefully targeted community initiatives, IEL is helping to reshape the narrative.
“One thing that I just really enjoyed about this experience is being here Is being able to network with so many of the other fellows across the country” – Damian Ramsey, EPFP Georgia Cohort
How IEL Works with Georgia Communities
It’s essential to examine IEL’s approach to understand how it operates. IEL works directly with communities to design programs that truly fit their needs, which involves forming solid relationships and building networks that help grasp each area’s unique challenges.
IEL focuses on creating real-life leadership opportunities that empower young people and adults. These programs equip participants with the tools to make a difference in their communities. IEL helps individuals influence their local educational landscapes by improving skills and understanding. Each of IEL’s efforts aims to make education more inclusive and responsive, ensuring everyone in Georgia can benefit. Building on this foundation of inclusivity, IEL actively engages with Georgia communities to implement these principles practically. This commitment is highlighted at the 2024 Community Schools and Family Engagement Conference where IEL unites educators and community leaders to push forward their vision of integrated and holistic education.
A Highlight of Commitment: The 2024 Community Schools and Family Engagement Conference
The 2024 National Community Schools and Family Engagement Conference (CSxFE), held in Atlanta, GA, from May 29th to 31st, celebrated IEL’s continued dedication to ensuring equitable access and improving student achievement across diverse communities. The conference had around 5,000 participants, including educators, policymakers, community leaders, and advocates nationwide. This gathering became a forum for sharing ideas and strategies to foster whole-child approaches and dismantle educational inequities.
Participants greatly benefited from the various workshops and panel discussions, leaving them inspired many attendees with practical ideas for implementation. One participant commented, “The conference really inspired me and gave me practical ideas and strategies to implement moving forward.” Many educational leaders who found the hands-on workshops crucial for implementing new practices in their schools echoed these sentiments.
Networking was another critical aspect of the conference, fostering connections beyond the event. “Networking opportunities allowed us to connect with other professionals who are equally passionate about improving educational outcomes,” said one participant. This networking was about meeting new people and building a community of practice that could collectively push for systemic change. The conference also served as a moment of reflection and reevaluation of existing policies. “The insights gained here have spurred us to rethink our approach to policy, especially concerning inclusivity and equity in education,” a participant reflected.
According to the event survey, 95% of respondents agreed that the conference improved their understanding of educational disparities, and 80% plan to implement at least one strategy discussed during the conference within the next six months. These statistics highlight the conference’s immediate benefits and predict its lasting impact on the attendees’ professional practices. The annual 2024 Community Schools and Family Engagement Conference continues to lay the groundwork for significant strides in educational equity and community engagement.
IEL also launched a new Field Ambassador initiative during the National Conference, advancing IEL’s mission by providing expert guidance, coaching, and support to communities across the country. Field Ambassadors will be part of a dynamic team focused on building the capacity of leaders, educators, and community organizations to drive systemic change.
Restoring Educational Breaches: The Black Learner Excellence Convening
In July 2023, the Institute for Educational Leadership (IEL), in partnership with HCM Strategists and the Georgia Partnership for Excellence in Education, hosted the Black Learner Excellence Convening in Atlanta. This event addressed the decline in college matriculation rates among Black learners.
Gathering educators, community leaders, parents, and students from Metro Atlanta, the convening used the “LEVEL UP and Get REAL” report to guide discussions. Participants engaged in a data-driven gallery walk, listened to a panel of high school and college students, and drafted an action plan to re-engage Black learners in higher education.
In May 2024, the partners hosted a following up conversation to lift up ongoing effort reflects IEL’s commitment to restoring educational infractions and ensuring equitable access to higher education for Black learners.
Pamela Romero, IEL’s new Southern Regional Director and former Vice President of Chattahoochee Valley Community Schools, is a proud IEL Alum from 2022 and the former IEL United Way Network co-chair. In her former role, she exceled in cultivating strong partnerships that spotlight and support local efforts. She led a dynamic collaboration that involved schools, healthcare providers, and community organizations, all working together to integrate health-conscious strategies into community and educational development. Through her work, she championed Atlanta’s rich legacy of innovation and commitment to bettering communities across Georgia.
EPFP: Shaping Leaders, Transforming Policies
As IEL continues to build upon its community engagement and leadership development foundation, the Education Policy Fellowship Program (EPFP) exemplifies its commitment to enhancing educational policies that directly impact Georgia’s future leaders.
EPFP provides leadership, policy, and networking experiences for early childhood, K-12, and higher education policy professionals. Today, EPFP continues as part of IEL’s Everyone: An AdvocateTM set of opportunities to build leaders’ capacities to advance policy change in their contexts.
Robert W. Gaines, II, Ph.D Journey with EPFP: Bridging Policy and Practice
Dr. Robert Gaines’ journey with IEL began when he discovered the Education Policy Fellowship ProgramTM (EPFP) while working at a Georgia leadership organization. Joining EPFP in 2015, he later ascended to the role of site coordinator for Georgia’s EPFP program in the 2021-22 cohort year. Through EPFP, he learned the essence of mission alignment—enhancing student outcomes through informed leadership and thoughtful policy implementation. His growth in the program underscored the importance of personal development in leadership. Dr. Gaines’ experience highlights how educational initiatives effectively bridge state and federal policies with local educational goals.
Amber McCorkle’s Engagement with Leaders Of Tomorrow and the Ready to Achieve Program (RAMP): Fostering Inclusivity and Community Connection Amber’s introduction to IEL came through the Leaders of Tomorrow (LOT) program, which initially focused on immigrant and refugee youth. Her involvement began during LOT’s startup phase around 2018-2019, a period that saw the program expand to embrace a more diverse cohort reflective of Clarkson’s demographic changes. This expansion led to the Ready to Achieve Mentor Program (RAMP) launch in 2023. Amber’s experience in these programs highlighted the critical role of professional development in amplifying youth voices and strengthening community ties. Under IEL’s guidance, Amber saw firsthand the power of a family-like environment and culturally responsive practices in enhancing service effectiveness and building community credibility.
These stories from highlight the personal impact of IEL’s programs and reflect the broader mission of restoring breaches and rebuilding communities. Through their stories, we see how nurturing leaders, fostering inclusive engagement, and aligning policies are pivotal in transforming Georgia’s communities.
Restoring Breaches: A Call to Action
As the stories of transformation unfold across Georgia, they echo Dr. Hale’s vision of restoring the breaches that have long divided the state. “When you connect to leaders that have a bigger story, bigger than themselves, it allows you to create a narrative for Georgia that’s inclusive of everyone getting what they need,” Dr. Hale reflects. This sentiment is at the heart of IEL’s mission as it creates new connections and rebuilds old ones across diverse Georgian communities.
IEL embodies love in action, showing a steadfast commitment to the communities it serves. This means actively listening, adapting, and collaborating with local partners to develop sustainable and practical solutions. We strive to enhance decision-making processes that incorporate all voices, particularly those from marginalized groups, to develop leaders committed to equity and to help implement policies that significantly improve the lives of all community members. IEL’s impact in Georgia is evident in its services and programs, which ensure Georgia’s future will be marked not by divisions but by unity and shared progress. As IEL has demonstrated, restoring breaches involves transforming these gaps into bridges of understanding and cooperation.
- Achievement, Governor’s Office of Student. 2024. “Downloadable Data.” The Governor’s Office of Student Achievement. May 23, 2024. https://gosa.georgia.gov/dashboards-data-report-card/downloadable-data. ↩︎
- “Free and Reduced Price Policy SY 2024-25.” n.d. https://snp.gadoe.org/Regulations/Pages/FreeReduced.aspx. ↩︎
- “Children Absent More Than 15 Days From School | KIDS COUNT Data Center.” n.d. https://datacenter.aecf.org/data/tables/637-children-absent-more-than-15-days-from-school?loc=12&loct=2#detailed/2/any/false/1095,2048,574,1729,37,871,870,573,869,36/any/10907,10908.
↩︎ - “Youth and Young Adults Ages 14 to 24 Who Are Immigrants or Live in Immigrant Families by Race and Ethnicity | KIDS COUNT Data Center.” n.d. https://datacenter.aecf.org/data/tables/11175-youth-and-young-adults-ages-14-to-24-who-are-immigrants-or-live-in-immigrant-families-by-race-and-ethnicity?loc=12&loct=2#detailed/2/12/false/2543,2454,2026,1983,880/4040,8223,4039,2638,2597,4758,1353,4038/21542,21543 ↩︎
- “COE – high school graduation rates.” n.d. https://nces.ed.gov/programs/coe/indicator/coi/high-school-graduation-rates.
↩︎ - “Poverty Rate | Georgia Data.” n.d. https://georgiadata.org/topics/economics/poverty-rate.
↩︎ - National Center for Education Statistics. n.d. “NAEP State Mapping – Percentages of Students Meeting State Proficiency Standards and Performing at or Above the NAEP Proficient Level, by Grade, Subject, and State: 2017.” https://nces.ed.gov/nationsreportcard/studies/statemapping/table_2017g.aspx.
↩︎ - “Poverty Data Tables | Georgia Data.” n.d. https://georgiadata.org/data/data-tables?field_category_target_id=23. ↩︎
- “COE – high school graduation rates.” n.d.. ↩︎
- “Georgia – Data on Immigrant Students | Higher Ed Immigration Portal.” 2024. Presidents’ Alliance. February 12, 2024. https://www.higheredimmigrationportal.org/state/georgia/.
↩︎ - IBID ↩︎