Road map for_education_results(ccer)_april

From Cradle to College and Career
Road Map for Education Results
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Earn a college degree or career credential
Graduate from high school - college and career ready
Supported and successful in school
Healthy and ready for Kindergarten
www.ccedresults.org

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What is the Road Map for Education Results?
The “Road Map Project” is a new collective impact initiative aimed at getting dramatic improvement in student achievement – cradle through college/career in South Seattle and South King County.
Horizontal Image Area
Graduate from high school- college and career ready
www.ccedresults.org

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Focus on Communities with Greatest Need
The Road Map for Education Results is focusing on nine communities in South Seattle and South King County.
The communities are:AuburnBurienDes MoinesFederal WayKentRentonSeaTacCentral Seattle, South East Seattle and portions of South West SeattleTukwilaPortions of unincorporated King County
www.ccedresults.org

Post Secondary attainment is increasingly important in today’s job market –especially in King County
By 2018, 67% of jobs in Washington will require postsecondary education.
This is 4 percentage points above the national average of 63%.
Washington ranks 6th in postsecondary education intensity for 2018.
Source: The Georgetown University Center on Education and the Workforce
Source: Georgetown University Center for Education and the Workforce
www.ccedresults.org
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Only 1 Out of Every 4 King County Residents Who Have a Bachelor’s Degree or Higher Were Born Here
Population 25 Years and Over with Bachelor’s, Graduate or Professional Degree, by Place of Birth
Percent of Degree Holders Born In State of Residence
Percent of Degree Holders Born in Other State/Country
74%
71%
74%
74%
58%
51%
47%
71%
58%
U.S.
King County
Massachusetts
Minnesota
Source: Jones, Dennis and Kelly, Patrick “The Emerging Policy Triangle: Economic Development, Workforce Development, and Education.” Western Interstate Commission for Higher Education (May 2007)
www.ccedresults.org

n
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The Majority of Children in the Road Map Region are Not Ready for School When They Begin Kindergarten
Percent of Kindergarten Students Meeting DIBELS Standard, by District (2009)
Percent of Auburn Students Meeting DIBELS Standard, by Sub-Group (2009)
73%
61%
59%
42%
50%
41%
33%
Auburn DIBELS perfor-mance, by sub-group
29%
28%
30%
26%
Auburn
Tukwila
Highline
Lake Washington (Benchmark)
Renton
Hispanic
Asian
Pacific Islander
White
Native Am.
Black
Source: 2009 DIBELS data from PSESD
www.ccedresults.org

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Within Our Region, Large Achievement Gaps Between Low-Income and Non-Low-Income Students Exist from an Early Age
Supported and Successful in School
Percent Proficient on 3rd Grade Reading (2010)
Percent Proficient on 3rd Grade Reading (2010)
Source: OSPI
www.ccedresults.org

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And Those Disparities Between Low-Income and Non-Low-Income Students Persist into Middle School.
Supported and Successful in School
Percent Proficient on 7th Grade Math (2010)
Percent Proficient on 7th Grade Math (2010)
Source: OSPI
www.ccedresults.org

Tale of Two Pipelines: Cleveland HS vs. Bellevue HS
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Source: Graduation data from OSPI for Class of 2008, college data from College Tracking Data Services (BERC Group) for Class of 2008
www.ccedresults.org

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Postsecondary Attainment – Particularly Among Students of Color – is Shockingly Low
Student Progression, 9th Grade to College/Credential Completion
100%
Asian
100%
White
83%
81%
Black
80%
68%
66%
66%
Hispanic
61%
58%
60%
Native American
45%
44%
41%
38%
40%
34%
31%
31%
25%
21%
20%
20%
12%
11%
10%
0%
Graduate HS
Enroll in PS
Attain Credential
Return for 2nd Year of PS
Enrolled in 9th Grade
Note: Data is for high school graduating class of 2004 in the Road Map region, including Auburn, Federal Way, Highline, Kent, Renton, Tukwila and South Seattle public schools. Seattle high schools include Cleveland, Franklin, Garfield, Rainier Beach, Sealth, and South Lake.
Source: OSPI The BERC Group, College Tracking Data Services
www.ccedresults.org

Great Progress is Possible
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Parent Child Home Program
IBEST – Integrated Basic Education and Skills Training
Martin Sortun Elementary
Urban League Scholars
“Be the Change”
www.ccedresults.org

STRIVE – Cincinnati
Bridging Richmond – Richmond, VA
55,000 Degrees – Louisville, KY
The Portland Schools Foundation – Portland
E3 Alliance – Austin
Promise Neighborhood Harlem/National Replication
Ready by 21
Say Yes to Education - Syracuse
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Other communities are organizing for action too
www.ccedresults.org

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Road Map Phase I – Building the Road Map
Pathway to success for our students, our community, and our economy.
Phase II
Strategies for Action
2011 – 2012
Phase III
Collective Action
2012
Phase I
Building the Road Map
Apr 2010 – Dec 2010
www.ccedresults.org

The Road Map for Education Results
Our goal is to double the number of students in South King County and South Seattle who are on track to graduate from college or earn a career credential by 2020. We are committed to nothing less than closing the unacceptable achievement gaps for low income students and children of color, and increasing achievement for all students from cradle to college and career.
Readiness
Attainment
Achievement
Graduate from high school --college and career-ready
We will report on our progress using the following measures:1
% students proficient in 3rdgrade reading
% students proficient in 4thgrade math
% 9th graders who pass end of course algebra exam
% students motivated and engaged to succeed in school3
% students who are not triggering all three Early Warning indicators4
% of parents who believe a college degree is important and actively support their child’s education
% students graduating high school meeting proposed Washington State graduation requirements5
% students who take SAT/ACT and/or take a community college placement test in high school
% high school graduates who take developmental education courses in college
% students who earn a post-secondary credential by age 26
% students who enroll in postsecondary education
% students who persist year to year
% children meeting kindergarten readiness standards 2
% children accessing comprehensive medical and dental care
% eligible children enrolled in evidence-based early learning programs
1We will also track a full range of indicators and wherever possible we will disaggregate by race, ethnicity and income. 2Measured by WaKIDS= Washington Kindergarten Inventory of Developing Skills; DIBELS = Dynamic Indicators of Basic Early Literacy. 3 Combination of data on internal motivation, engagement (behavior, emotional, cognitive), and academic grit from existing student climate surveys4 Triggering all three Early Warning Indicators would entail having ever had 5 absences in a school year, an F in a core course, and a suspension/expulsion. 5As per WA State Board of Education proposal.

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Road Map Phase II – Strategies for Action
Phase II
Strategies for Action
2011 – 2012
Phase III
Collective Action
2012
Phase I
Building the Road Map
Apr 2010 – Dec 2010
www.ccedresults.org

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2020 Goal
Indicators
Strategies
K12
P- 3
HS –> College/ Career Credential
Aligned Organizational Actions
Data
Community Engagement / Advocacy
Funder Alignment
www.ccedresults.org

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Collect and report data
“Developing a shared measurement system is essential to collective impact”1
Establish a Data work group to vet Road Map strategies
Define what it means to be “on track” for the 2020 goal and for closing achievement gaps
Collect and report baseline and results data; topical reports
Share reports with Road Map partners and networks
Strengthen regional data capability
2015
2014
2013
2012
2011
1Collective Impact; John Kania & Mark Kramer, Stanford Social Innovation Review Winter 2011
www.ccedresults.org

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Engage community and build public will
A network of Road Map affiliated community organizations and activists
will be organized as the Road Map Community Network.
Advocates Caucus will be created as subgroup of the Network
Support strong parent and youth involvement
www.ccedresults.org

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Align Investments
Establish Road Map Funders Group
Encourage funder’s use of Road Map goals and indicators in grant making
Support opportunities for leverage and collaboration
Analyze existing Road Map resources – work on funder alignment and improved collective returns
www.ccedresults.org

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2020 Goal
Indicators
Strategies
K12
P- 3
Data
Funder Alignment
www.ccedresults.org

Full Set of Key Indicators to Be Tracked
Please check all that apply to your organization’s work:
Graduation Indicators:
% of high school students who graduate high school (cohort graduation rate + extended cohort graduation rate)
% of high school graduates who meet proposed Washington State graduation requirements
% students who take SAT/ACT and/or take community college placement test in high school
K-12 Indicators:
% students enrolled in full day kindergarten
% students proficient in 3rd grade reading
% students proficient in 4th grade math
% elementary students who start and complete the year at the same school
% students in 6th grade passing all classes (C or above in all classes)
% students proficient in 7th grade math and reading
% students proficient in 8th grade science
% students in 9th grade passing of all core classes with a grade level C or above
% students motivated and engaged to succeed in school
% students who are not triggering all three Early Warning indicators4 (ever having had 5 absences in a school year, and an F in a core course, and a suspension/expulsion )
% of schools that are rated “Good” (4.00) or better on the State Accountability Index
% of ELL students who gain one or more level of English proficiency each year
% eligible 8th-12th graders signed up for and on track to receive College Bound scholarship
% of students triggering less than 6 of 13 physical/mental health and safety items on the Healthy Youth Survey
% students exhibiting ‘21st century' social skills
Early Childhood Indicators:
% children meeting standard on WaKIDS or measures of early literacy, e.g. DIBELS
% children utilizing a health care home
% eligible children enrolled in ECEAP, Early Head Start, Head Start, and other evidence-based early learning programs,
% children with untreated tooth decay
% families reading to their children daily
% children born less than 2500 grams
% mothers who report breastfeeding at 2 months post partum
% children ages birth to 5 identified as having special learning needs who received appropriate services
% licensed child care centers and family home child care providers performing at Level 3 or above on an Environmental Rating Scale(ERS)
% families reporting increases in protective factors, e.g., knowledge of parenting and child development, and social and emotional competence of children, on the Protective Factors Survey
Post-Secondary Indicators:
% students who earn a postsecondary credential by age 26 (Credential = any degree, apprenticeship, or certificate AND at least 45 college-level credits)
% of students on Free & Reduced Lunch who received a PELL grant
% students enrolled in postsecondary education who complete college-level English and math within one year of enrollment
% students enrolled in postsecondary education who complete 30 college level credits within two years of enrollment
% students employed within 1 year and 5 years after completing or leaving postsecondary education, including wage
% of students who did not complete high school who achieve a postsecondary credential
Bolded indicators = data is readily obtainable. Recommendations provided by Road Map work groups

United Way Parent Child Home Program –Aresearch-based early literacy and school readiness program for hard-to-reach families. The program engages isolated, diverse, low-income families where it matters-in their homes-and coaches parents to become adept teachers for their young children.
K-12 Indicators:
% of high school students who graduate high school (cohort graduation rate + extended cohort graduation rate)
% eligible children enrolled in ECEAP, Early Head Start, Head Start, and other evidence-based early learning programs,
% families reporting increases in protective factors, e.g., knowledge of parenting and child development, and social and emotional competence of children, on the Protective Factors Survey

Powerful Schools -- Works to reduces the academic achievement gap by creating strong partnerships with public schools to help children thrive. Through literacy, arts, after-school and leadership programs, we ensure all children succeed both in and out of school.
K-12 Indicators:
% parents who believe a college degree is important and actively support their child’s education

Community Schools Collaboration -- Provides integrated programs help students and their families build the skills and assets they need for academic and personal success.
K-12 Indicators:
% students who are not triggering all three Early Warning indicators4 (ever having had 5 absences in a school year, and an F in a core course, and a suspension/expulsion)
% of ELL students who gain one or more level of English proficiency each year
% of schools that are rated “Good” (4.00) or better on the State Accountability Index
% eligible 8th-12th graders signed up for and on track to receive College Bound scholarship
% of students triggering less than 6 of 13 physical/mental health and safety items on the Healthy Youth Survey

City of Seattle Families & Education Levy-- Key Indicators to Be Tracked
K-12 Indicators:
% students in 6th grade passing all classes (C or above in all classes)
% students in 9th grade passing of all core classes with a grade level C or above
% students who are not triggering all three Early Warning indicators4 (ever having had 5 absences in a school year, and an F in a core course, and a suspension/expulsion)
% eligible children enrolled in ECEAP, Early Head Start, Head Start, and other evidence-based early learning programs
% high school students who graduate high school (cohort graduation rate + extended cohort graduation rate)

Seattle Jobs Initiative -- creates opportunities for people to support themselves and their families through living wage careers.
% students who earn a postsecondary credential by age 26 (Credential = any degree, apprenticeship, or certificate AND at least 45 college-level credits)
% of students on Free & Reduced Lunch who received a PELL grant
% students enrolled in postsecondary education who complete college-level English and math within one year of enrollment
% students enrolled in postsecondary education who complete 30 college level credits within two years of enrollment
% students employed within 1 year and 5 years after completing or leaving postsecondary education, including wage
% of students who did not complete high school who achieve a postsecondary credential

Seattle University Youth Initiative: innovative Initiative will unite Seattle University and the wider community to create a pipeline of support for low-income and vulnerable youth and families living in the Bailey Gatzert neighborhood while significantly enhancing the University’s educational programs.
K-12 Indicators:
% students who are not triggering all three Early Warning indicators(ever having had 5 absences in a school year, and an F in a core course, and a suspension/expulsion )
% % of ELL students who gain one or more level of English proficiency each year
% eligible children enrolled in ECEAP, Early Head Start, Head Start, and other evidence-based early learning programs
% of high school graduates who meet proposed Washington State graduation requirements
% students who take SAT/ACT and/or take community college placement test in high school

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2020 Goal
Indicators
Strategies
K12
P- 3
Data
Funder Alignment
www.ccedresults.org

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Building the “how” together
Community
Network
Building awareness and public will for change
Strategy Work Groups
Building a common agenda
K-12 and Community College Presidents Group
Connecting system leaders
Education Results Network
Provide input and building connections
Road Map
Aligned Funders
Investing for greater system impact
The Road Map Project
Data
Advisors
Ensuring it all adds up
Project
Sponsors
Provide strategic direction
CCER Staff and Consultant Team

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Thank You!
www.ccedresults.org

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