The document discusses strategies and goals for improving education outcomes across nine communities in South King County and South Seattle. The goal is to double the number of students graduating from college or earning a career credential by 2020. Key strategies include collecting and reporting data on progress, engaging the community, and aligning funder investments to support evidence-based programs from early childhood through post-secondary education. A number of programs and initiatives are highlighted that aim to help students succeed at each stage of the educational continuum.
57. % 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 )
58. % of parents who believe a college degree is important and actively support their child’s education
59. % of schools that are rated “Good” (4.00) or better on the State Accountability Index
60. % of ELL students who gain one or more level of English proficiency each year
61. % eligible 8th-12th graders signed up for and on track to receive College Bound scholarship
62. % of students triggering less than 6 of 13 physical/mental health and safety items on the Healthy Youth Survey
89. % 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)
90. % of parents who believe a college degree is important and actively support their child’s education
91. % of ELL students who gain one or more level of English proficiency each year
92. % of schools that are rated “Good” (4.00) or better on the State Accountability Index
93. % eligible 8th-12th graders signed up for and on track to receive College Bound scholarship
114. % 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 )
115. % of parents who believe a college degree is important and actively support their child’s education
116. % % of ELL students who gain one or more level of English proficiency each year
117. % children meeting standard on WaKIDS or measures of early literacy, e.g. DIBELS