Statement of need

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32 Winning Grants Step by Step

Content of the Problem Statement

Here are some basic rules to follow when developing the project’s problem statement:

• The need being addressed in the statement should have a clear rela- tionship to an organization’s mission and purpose.

• The problem statement should focus squarely on those the organization serves and their specifi c needs, rather than the organization’s needs— unless an organizational capacity-building grant is being sought.

• Any assertions about the problem should be well supported with evidence (statistical facts, expert views, trends found in the experience of doing the work, and so on).

• The organization must be able to directly connect—and substantiate— the need described in the proposal with the organization’s ability to successfully respond to that need (that ability will be described in a subsequent section of the proposal).

• The problem statement must be easily digestible. Avoid using jargon, and do not make the reader have to work to understand the point. Graphs and charts with data to support the case are often good addi- tions to a proposal, as they present the data in the most compelling way.

The problem being addressed by the organization may be specifi c to its geographical area or it may be found in many communities. Do not overpromise: if the problem occurs in an area larger than that served by the organization or the proposed program, it is important to focus only on what the organization or program can reasonably accomplish. Should this be the case—the problem exceeds the boundaries of the organization or proposed program—consider positioning the program as a potential model for other nonprofi ts in other locations. By taking the model approach, an organization broadens the pool of potential funders to include those concerned with the problem in other geographical areas. Consideration should also be given to conducting research to discover whether other organizations in the service area have—or are developing—similar programs to address the same prob- lem. Should this be the case, consider exploring a collaborative program that would leverage and expand the reach of program plans and grant funds.

If the organization decides to take either the model or collaborative approach, highlight this fact in the problem statement; the organization is addressing the need on a larger level through the development of a program that can be a model for others or that it is leveraging its efforts with another organization so it can expand the reach and impact of its program.

O'Neal-McElrath, T., & Carlson, M. (2013). Winning grants step by step : The complete workbook for planning, developing and writing successful proposals. ProQuest Ebook Central <a onclick=window.open('http://ebookcentral.proquest.com','_blank') href='http://ebookcentral.proquest.com' target='_blank' style='cursor: pointer;'>http://ebookcentral.proquest.com</a> Created from ashford-ebooks on 2021-07-11 23:32:35.

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Step 3—Writing a Compelling Problem Statement 33

Often arts organizations struggle with this section owing to a percep- tion that the arts do not meet a compelling community need. However, arts organizations should be encouraged, as they do meet important needs. Without these nonprofi ts, certain cultures and traditions would be lost, lives would not be enriched, and young people would not learn new and differ- ent ways of expressing themselves. The same holds true for social justice organizations who may struggle with how to quantify social change. Over the last few years, there has been more research in this area, and the website offers some data, studies, and overall guidance on how best to frame social justice outcomes.

For general support grants, there might be a struggle with the problem statement because the proposal addresses the general work of the organi- zation. Focus on describing the problems that the organization addresses: mission and purpose. This, again, goes back to something touched on earlier in this workbook: when focusing on soliciting general operating support, always use the nonprofi t’s mission and purpose as the guide.

Tips for Writing the Problem Statement

The problem statement should be contained to no more than three pages. Being concise with the problem statement will serve grantseekers well, and the real- ity is that most foundation guidelines limit proposals to ten to twelve pages in total; corporate guidelines typically limit proposals to even fewer pages. Space constricts even more with the online proposal portals, as they literally limit the space to a specifi c number of words.

In stating the problem, use hard statistics from reputable sources and steer clear of assumptions and undocumented assertions masquerading as legitimate facts.

• Use statistics that are clear and that document the current unmet need or problem. If talking about a specifi c community within a city, offer one or two data points about the city, then zero in on the data specifi c to that community.

Defi nition Collaboration. “A mutually benefi cial and well-defi ned relationship entered into by two or more organi- zations to achieve common goals. The relationship includes a commitment to mutual relationships and goals, a jointly developed structure and shared responsibility, mutual authority and accountability for success, and sharing of resources and rewards.”

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Winning Grants Step by Step34

• Use comparative statistics and research where possible. Look at the exam- ples in the accompanying Reality Check box. As shown, using data from a community that did something very similar to what the grant- seeker wants to do and citing the benefi ts that the community derived from the project can make a strong case for the nonprofi t to do the same.

• Quote authorities who have spoken on the topic. Be sure to cite the person who made each statement and the source where it was found, and if appropriate, provide backup information that substantiates that this person is indeed an authority on the subject matter.

• Make sure all data collection is well documented. Grantseekers will use the Internet for research, which is of course more than appropriate. Just make sure that the websites being referenced are reputable and the links are both accurate and current; then clearly cite the sources.

• Use touching stories of people as examples. This is very effective, but only when balanced against hard data. Keep in mind that foundations vary in what they seek in terms of the right mix of vignettes and numbers.

• Give a clear sense of the urgency of the request. Funders need to under- stand why the funding is important now.

Take a look at the following Sample Problem Statement from the Swim 4 Life program. Then, using the proposal idea identifi ed and developed in Step One, answer the questions on Worksheet 3.1, as this will assist in beginning to defi ne the need the organization is addressing. After reviewing the Sample Problem Statement and completing the worksheet questionnaire, write the organization’s problem statement based on the information developed. Next answer the Problem Statement Review Questions listed at the end of this step to make sure the statement is written well. Rewrite the problem statement until all the review questions are satisfactorily addressed.

Sample Problem Statement The need for programs like Swim 4 Life is enormous in the communities we serve. Swimming has not been a popular sport in African American or Latino communities in some measure as a result of various factors including access to safe pools. Historically speaking, African Americans were denied access to public pools. As a result, they turned to water holes, ponds, and other unsupervised alternatives, which led to rates of drowning among people of color that far exceed those of whites. For example, according to the Centers for Disease Control and Prevention’s latest report in early 2012, the drowning rate for African Americans between the ages of fi ve and fourteen was more than three times that for whites.

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Step 3—Writing a Compelling Problem Statement 35

To this day, a deep-seated fear about swimming has discouraged African Americans and, to a lesser yet still signifi cant degree, Latinos in the United States from participating in the activity. A story relayed to us by a previous program participant:

Our family is originally from Louisiana, though many of us moved to Any State after Hurricane Katrina. Those of my family who stayed in Louisiana were having a family picnic a few years ago by a waterway, and not one person at the picnic could swim. A few of the kids were playing at the water’s edge when the land gave way and all fell into the water. Nine of my family members died that day—seven kids and two adults who tried to help them. I promised myself that if I ever got the chance, not only would I learn to swim, but I would become a lifeguard.

According to our most recent survey of current and previous program participants, nearly 75 percent of those surveyed have family members who have drowned or experienced a traumatic water incident and are terrifi ed of drowning themselves.

Arthur Schomburg Middle School, one of the program sites, is located in a part of South Spring that off ers children and youth little in the way of public resources and facilities for sports, especially swimming. A county facility, Thurgood Marshall Park, 1.7 miles from the school, has a seasonal swim program, open only during the summer even though the pool is indoor and heated. Rosa Parks and Garfi eld Recreation Centers, twelve miles from the school, have indoor heated pools that open during the summer but are not accessible to young students after school; they would have to cross major thoroughfares to get there.

Most experts agree that children approaching adolescence are particularly vulnerable to peer infl uences, and for youth living in disadvantaged neighborhoods, the lack of positive opportunities often puts them at risk for gang affi liation, substance abuse, and/or low academic performance. A report issued by the Urban Institute in 2011 detailed the risks, obstacles, and positive strategies needed relative to middle school children from low-income families. According to the study, it is a prime time to introduce innovative and challenging youth sports programs—those not typically available in communities of color—as exciting alternatives to unhealthy risk-taking activities. The Swim 4 Life program in King County, Any State, is designed to take advantage of this age group’s interest in experimentation and exploration.

The city of Abbington is served by the program site at the Rockmore Education Complex. It is the most densely populated city in the state, with 8,552 people occupying every square mile, compared with an overall average of 2,093 people per square mile in other cities. It has the highest crime rate in the state, and the poverty rate is 46 percent, nearly twice that of South Spring. Fifty-one percent of children under the age of 18 live in poverty, compared with 31 percent in South Spring, and less than 20 percent the rest of the state. Young people in this city—and South Spring—clearly live under stressful conditions and could benefi t greatly from structured and supervised physical activity, as well as safe opportunities for fun and positive engagement. And for all of the reasons outlined, we have selected Cooperville Middle School, also located in Abbington, to expand our program.

A swim program off ers many advantages over other physical activities. Swimming is an excellent form of exercise because all the muscles of the body are used, and it requires a constant supply of oxygen to the muscles, making it a mainly aerobic exercise. It is also a gateway to all aquatic sports and is considered one of the important life-saving skills. Many studies such as the one conducted in 2012 by the Center for Research on Eff ective School for Disadvantaged Youth at the Johns Hopkins University have drawn a connection between participation in structured athletic programs and academic achievement. Yet today, students in local high schools, particularly in the eleventh and twelfth grades, have so many academic requirements that there is not enough time for physical education, even as an elective.

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Winning Grants Step by Step36

WORKSHEET 3.1:

Statement of Problem Questionnaire

Who? Where? When? What? Why?

Evidence of

Problem

Impact If Problems

Resolved?

Who is in need (people,

animals, land, and so

forth)?

Why does this problem

exist?

What evidence do

you have to support

your claim?

What will occur if the

needs are met? What

will be diff erent—and

how?

Where are they?

(General: city/state; and

specifi c: neighborhood,

geography)

What is the problem?

(Get specifi c)

How is the problem

linked to your

organization?

When is the problem

evident?

On the Web

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