b'result 3 CHILDREN AND YOUTH SUCCEED IN SCHOOLWhat Do We Envision?Achievement of this result means that children have the resources necessary to thrive in [MEDA]school, regardless of their familys circumstances or the neighborhood where they live. Equitable policies at the local, state and national level support well-equipped public CONNECTED education systems, which provide culturally affirmative instruction and allocate resources to address longstanding disparities in achievement. Families have access to affordable ME WITHand high-quality early child care and education to set the foundation for lifelong success. RESOURCES ANDMoreover, schools and neighborhood partners serve as community hubs, connecting students and families to local agencies that support financial, housing, health and other INFORMATION critical needs.TO MAKE SUREWhy Does this Matter?MY CHILDRENProsperous, inclusive communities require strong schools, broad economic opportunities and affordable housing; none of these can exist without the others. Education is a HAD WHAT predictor oflifelong financial standing and provides access to financial opportunities THEY NEEDED.that enable upward mobility. Students success benefits the whole community, as schools help students become civic leaders. Yet students achievement relies not only on quality MEDA CLIENT education, but also their families financial stability and access to safe, secure housing. It is crucial that we treat these results as inseparable parts of our vision for an equitable future.MEDAs RoleWe draw upon three tenets: education is a civil right; non-classroom interventions, from after-school programs to mental health care, boost students academic success; and helping families build financial security lays the foundation for children to excel in school. As the backbone organization of Mission Promise Neighborhood (MPN), a community anti-poverty education initiative, MEDA leads a network of service agencies that operate in school-based and community-based settings to support students, families and educators; and to advance our shared vision for educational equity. We also advocate for culturally affirmative policies for Latino students in the San Francisco Unified School District, and for the adoption of a prenatal-to-postsecondary approach statewide.Context and BackgroundSTEPS TO EQUITY Children from low-income families face an unfair playing field. While n# families participating in MPN programs education is a major predictor of long-term financial success, many n# families referred to services by MPNchildren face a host of structural disparities that obstruct their pathways coachesn% Mission children aged 0-5 with a medicalto achievement: underfunded schools, inconsistent standards for home English Language Learners and overpolicing, to name a few. Many n% 5-year-olds who are developmentally parents who are immigrants and/or have limited education may be ready for kindergarten less equipped to help their children with schoolwork and college nFour-year graduation rate for MPN applications. Put together, these disparities prevent many Latino students high school students from reaching their full potential, and prolong the social inequities that many Latino families face.20MISSION ECONOMIC DEVELOPMENT AGENCY'