Impact
Impact isn't
who showed up.
It's what changed afterward.
Washington Consortium measures transformation — the capabilities, actions, and multipliers that remain long after a program ends. Here's how we count, what we count, and what we're learning.
See what we're buildingOur measurement philosophy
Count the change,
not the room.
Activity is easy to count — enrollment, attendance, sessions delivered. Those numbers describe a program, but they don't describe its effect. A full room is not the same as a changed student.
So we measure what remains afterward: the capabilities that grew, the things students actually went on to do, and the educators who carry the work further than we ever could alone.
And we publish figures only once they're verified. Where a number isn't ready, this page says so — because an honest gap is worth more than a flattering guess.
Easy to count → worth counting
- Students enrolledStudents who attempted something real
- Sessions deliveredCapabilities demonstrably grown
- Certificates issuedIdeas rebuilt after failure
- Programs launchedPrograms still running a year later
Every figure we publish is verified against program records before it appears here.
How we measure
Four layers
of impact.
Transformation doesn't happen in one dimension. We track it in four — from the scale of the work to what students can do, what they actually did, and how far it spreads.
Layer 01
REACH
Who the work touches — the scale of the experience.
- Students
- Young people in WC experiences
- Verified figure pending
- Educators
- Trained and running programs
- Verified figure pending
- Schools
- Partner schools delivering WC
- Verified figure pending
- Communities
- Localities with active programs
- Verified figure pending
- Countries
- Countries of operation
- Verified figure pending
Layer 02
CAPABILITY
What grows inside each student — measured before and after, not assumed.
- Financial literacy
- Pre/post assessment growth
- Verified figure pending
- Communication
- Measured against rubrics
- Verified figure pending
- Confidence
- Self-reported and facilitator-observed
- Verified figure pending
- Leadership
- Demonstrated in real projects
- Verified figure pending
- Problem-solving
- Assessed through project work
- Verified figure pending
- Resilience
- Retry behavior after setbacks
- Verified figure pending
Layer 03
ACTION
What students actually do with what they learn — attempts, not attendance.
- Ideas attempted
- Put in front of the world
- Verified figure pending
- Projects created
- Completed through the full cycle
- Verified figure pending
- Ventures launched
- With real customers or users
- Verified figure pending
- Pitches delivered
- To real audiences
- Verified figure pending
- First customers
- First real transactions
- Verified figure pending
- Community solutions
- Adopted beyond the classroom
- Verified figure pending
Layer 04
MULTIPLICATION
How the work spreads beyond the room — impact that compounds.
- Educators equipped
- Carrying the framework forward
- Verified figure pending
- Students reached by trained educators
- The multiplier in action
- Verified figure pending
- Alumni mentoring students
- Graduates returning as mentors
- Verified figure pending
- Projects continuing
- Alive past the program end
- Verified figure pending
- Programs replicated
- Run independently by partners
- Verified figure pending
Figures appear as cohorts complete and outcomes are verified — never before.
What we're learning
We hold ourselves
to the same loop.
Try. Learn. Adapt.
We ask students to test ideas in the open and revise them with evidence. We require the same of our programs — and we publish what the evidence says, four ways:
What worked
The practices that moved students furthest — published with the evidence behind them, so others can reuse them.
What didn't
The sessions, tools, and assumptions that fell short — named plainly, not buried in a footnote.
What changed
What we reworked because the evidence said to — curriculum, training, and delivery, revised in the open.
What we'll improve
The open questions we're testing next — and what we'll report back when we know.
Learning log
The first learning log entries publish as the inaugural cohorts complete — specific, honest, and evidence-backed.
Annual reporting
The record,
published yearly.
Each program year closes with a public impact report — every verified figure across all four layers, plus the learning log for that year.
2026
The Inaugural Impact Report
Our first full program-year report: every verified figure across all four layers, plus the learning log. Publishes after the inaugural cohorts complete.
Future reports are added here as each program year closes — same structure, same standard of evidence.
See what
we're building.
Programs are where the measuring starts. Meet the experiences — and the young people — behind every figure this page will ever publish.