2 0 2 0 ANNUAL REPORT
INTRODUCTION
E
very child in Alamance County thrives, from cradle to career. This is the vision we’re working toward.
It’s a big goal. And it’s achievable. As a community, we already have everything we need to get there. By amplifying the voices and expertise of families, students and youth who are most impacted by inequitable policies and practices – especially Black, Latinx and Indigenous communities, and rural and economically disadvantaged families – we can improve outcomes and reduce and eliminate disparities to ensure economic mobility for all. We can harness the power of data and lived experience to create shared goals and understand the root causes of our outcomes. We can work together, cocreating solutions and leveraging existing resources to remove barriers. And by continually measuring our progress, we can make sure we’re on the right track, sharing both successes and failures and making adjustments along the way. This is the way we change our outcomes. This is the way we start to see equitable results. The way we help shape Alamance County’s future as a vibrant, thriving community. Together: families, students, youth, systems leaders, elected officials, business owners, teachers, human service providers.
“A responsive system is centered around community voices — community is situated in such a way that they’re able to participate freely and openly at these decision-making tables.” –LaShauna Austria, Kindred Seedlings Farm
Alamance Achieves is all of us, working together as equal partners toward the same goal: a thriving Alamance County. And together, we can achieve this vision. It is possible. It will take time. It will take the entire community, all of us, working together. We can do it.
2020 ANNUAL REPORT
CONTENTS
18
Alignment in a Pandemic
02
Shared Impact
22
What’s Next?
06
Collective Impact
24
Funding & Sustainability
10
Kindergarten Readiness
26
Annual Data
14
Early Grade Success
32
Alamance Achieves Partnership
AlamanceAchieves.org • 1
01 2 • Alamance Achieves 2020 Annual Report
S H A R E D I M PA C T lamance Achieves is a broad coalition of people, organizations and systems aligning around the same goals, using the same data, and working together to improve outcomes and advocate for equitable policies. Because when we work together toward the same goal, we can achieve big things. Here are some of the ways Alamance Achieves’ partners have strengthened our county’s health and education systems.
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E A R LY H E A LT H & W E L L - B E I N G Universal Home Visiting The Alamance County Health Department is exploring the implementation of Family Connects, a universal postpartum home visiting program that helps connect all families and infants in the community with the support they need – when they need it. When families are connected to additional community and social supports during this important transition, population-level health outcomes improve.
01
Rates of maternal anxiety decrease
02
Positive parenting practices increase
03
Infant emergency room visits decrease
“As a health system, we always want to continue improving. Universal Home Visiting is one way to align our county’s services and connect every family to the specific supports they need when they bring their baby home.” –Jessica Johnson, Alamance County Health Department Local families, health care providers, early education coordinators, local funders and the Health Department are working together to design a program that meets the specific postpartum needs of Alamance County families. The work coming next • Align funding sources • Identify existing gaps and opportunities in postpartum support for families • Engage community stakeholders in implementation
AlamanceAchieves.org • 3
S H A R E D I M PA C T
KINDERGARTEN READINESS Kindergarten Transition A strong kindergarten transition sets children and families up for success throughout elementary school and beyond. After a successful first pilot, kindergarten teacher Melissa Blum worked alongside community partners and a local funder to expand access to Ready Freddy, an evidencebased program that supports families and children as they prepare for the important transition into school.
Results showed that:
01
Students enrolled in the program scored higher across all measures of kindergarten readiness
02
Parents felt more supported and empowered
03
At-home developmental activities increased
“Kindergarten is one of the biggest transitions a child will ever face. Children who enter kindergarten ready to learn are more likely to be academically successful and graduate from high school.” –Melissa Blum, ABSS Kindergarten Teacher Ready Freddy is one part of a menu of transition services that increase kindergarten readiness, attendance and positive family-school engagement.
4 • Alamance Achieves 2020 Annual Report
Below: Alamance County Kindergarten Readiness programs in action.
THIRD GRADE READING Beyond the Classroom – Learning Hubs Community partners and school leaders worked together to expand access to affordable, safe learning spaces during the coronavirus pandemic. By shifting programming to support virtual learning, and leveraging existing community spaces, the Beyond the Classroom team created eight learning hubs that served more than 100 students.
“If everybody is able to pitch in with their strengths, so much can be done.” –Cameron West, Pastor at First Baptist Church
8
Learning Hubs
+100 Students Served
These hubs worked to:
01
Minimize learning loss during the pandemic
02
Support families with limited access to high-speed internet and devices, or who could not stay home during the day to support virtual learning
03
Promote social-emotional health during a period of increased stress
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02 6 • Alamance Achieves 2020 Annual Report
C O L L E C T I V E I M PA C T e have power to change health and education outcomes in Alamance County. To get there requires all of us to come together, unite around common goals and data, work together to cocreate solutions, test our ideas, advocate for policy change, and continue to learn and make adjustments along the way.
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DATA- D R I V E N S Y S T E M S C H A N G E
01
ALIGN Leverage existing resources, scale evidence-based practices and advocate for policies that solidify gains. Continue to measure outcomes and adjust course if needed
Align around shared goals and outcomes
05
02
ADVOCATE
ANALYZE
Use real-time disaggregated data and community experience to understand the root causes of our outcomes
Test out ideas in a classroom, a neighborhood, a community-based organization – and scale the ones that work
04
03
TEST
COCREATE Community and systems cocreate practices and policies that work together to improve outcomes
AlamanceAchieves.org • 7
C O L L E C T I V E I M PA C T
WHO IS ALAMANCE ACHIEVES? The Alamance Achieves partnership is you. Everyone in Alamance County owns the work we do, which is focused on making sure that every child in Alamance County has access to the resources they need to learn.
ALAMANCE ACHIEVES BACKBONE The Alamance Achieves backbone works to convene, connect and catalyze systems change work through intentional data-driven, equity-focused collaboration.
ACTION NETWORKS & WORKING TEAMS
FAMILIES, STUDENTS & COMMUNITY LEADERS
STEERING COMMITTEE
COMMUNITY TRANSFORMATION COUNCIL
It starts by creating shared goals to work towards.
Next, comes data gathering, learning all we can from the people in the know.
Now, we work together to brainstorm ideas to test.
Finally, we share what we learn, what worked, what didn’t and decide what happens next.
ALIGNED AROUND SHARED GOALS & OUTCOMES
8 • Alamance Achieves 2020 Annual Report
“Alamance Achieves works diligently to drive community improvement based on communitylevel data while intentionally connecting to community members’ lived experiences. That balanced approach [allows the partnership] to paint the realities of our present outcomes with hopeful portraits of the future.” –Amy Richardson, AlamanceBurlington School System
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03 10 • Alamance Achieves 2020 Annual Report
KINDERGARTEN READINESS hen children come to kindergarten well, healthy and ready for school, they are more likely to thrive throughout school. It’s critical that we help create a pathway to allow all Alamance County children to succeed.
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F O U N DAT I O N O F S U C C E S S The first five years of a child’s life set up the foundation for success – throughout school, career and beyond. The skills children bring with them on the first day of kindergarten strongly predict achievement throughout school. In 2019, 52% of Alamance County kindergartners began school with critical skills for learning, like early literacy and socialemotional skills (source: EDI, 2019).
52%
of Alamance County kindergarteners began school with critical skills for learning
Alamance County has a strong grid of high-quality early education resources that work together to build readiness skills – from positive and supportive preschool environments to libraries and museums, from specialized parent supports to outdoor learning environments. Children who have access to these resources throughout their first five years are more likely to be ready for kindergarten and beyond. Alamance Achieves works to identify opportunities to strengthen this grid of resources so that all children begin school with a strong foundation for learning. Community Partners • Alamance-Burlington School System • Alamance County Department of Social Services • Alamance County Health Department • Alamance County Public Libraries • Alamance Partnership for Children • Burlington Housing Authority • Elon University • Grove Park Elementary • Highland Elementary • Head Start • United Way of Alamance County • Former pediatricians • Community advocates • Parents
AlamanceAchieves.org • 11
KINDERGARTEN READINESS
HIGH-QUALITY KINDERGARTEN TRANSITION The Work So Far
39
The transition into kindergarten is a milestone for children and families. Successful kindergarten transitions enable children to thrive in school, adjust quickly to classroom rhythms and expectations, and get connected to timely and appropriate supports. Research shows that up to 50% of kindergartners struggle with the transition into school. Activities aimed at improving the transition into kindergarten have been shown to increase social skills, academic achievement — creating more opportunities for students in schools with less funding.
50%
READY FREDDY ENROLLMENT & OUTCOMES
of kindergartners struggle with the transition to school
In spring 2019, community partners aligned efforts to expand access to Ready Freddy, an evidence-based program that aims to improve kindergarten transition through parent-child workshops and free kindergarten camps. Children who participated in Ready Freddy scored higher, on average, on the ABSS Kindergarten Screener’s measurements of academic, social, emotional and motor skill readiness than their peers who did not attend the program. In addition, parents reported feeling more confident about supporting their child’s transition into kindergarten and incorporated additional early learning activities at home.
12 • Alamance Achieves 2020 Annual Report
rising kindergartners enrolled
16 of 20 elementary schools represented
53.9% of families had an annual household income of less than $36,000
48.7% of children had one year of preschool experience or less
33.3% of families spoke a language other than English
Percent meeting developmental benchmarks at kindergarten entry Academic Skills Social Skills
66% 52.4% 54.9% 52.6% 70.5% 66.7%
Emotional Skills Motor Skills All Domains
61.6% 48% 62.4% 53.7%
Ready Freddy Kindergartners All ABSS Kindergartners
Community Partners • Alamance-Burlington School System • Children’s Museum of Alamance County • Duke Energy • Grove Park Elementary • Highland Elementary • Mebane Women’s Club • Women’s Club of Alamance County
Y D A E R Y D D E FR
MEASURING READINESS The Work So Far In winter 2019, Alamance-Burlington School System launched a measurement tool – the Early Development Instrument (EDI) – across all kindergarten classrooms. This is a critical step toward data-driven community alignment: it shows, for the first time, a snapshot of the specific skills kindergartners from each neighborhood are starting school with – and which skills could be strengthened. For example, the data may show that children who live in Neighborhood A have strong motor and math skills, but could use extra support in literacy skills. Children in Neighborhood B may have strong literacy skills, but need extra support in building social-emotional skills. This place-based data enables us, as a community, to strengthen the grid of resources in each neighborhood strategically, adding in supports
that build specific skills and meet the unique needs of children across the county. When this is done at scale, we can expect the number of children who start school kindergarten ready to increase over time. This data helps us as a community make strategic, aligned decisions about policies and programs that support the specific needs in specific neighborhoods. Community Partners • Alamance-Burlington School System • Alamance County Health Department • Elon University • Impact Alamance
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04 14 • Alamance Achieves 2020 Annual Report
E A R LY G R A D E SUCCESS eading in the early grades is particularly important for future learning. By third grade, students are transitioning from learning how to read, to reading in order to learn. Ensuring that every student has access to the support they need, both inside and outside the classroom, is not only critical to reading proficiency – it sets children up for success throughout their schooling, post-secondary education and career.
R
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E A R LY G R A D E S U C C E S S
BEYOND THE CLASSROOM The Work So Far With the coronavirus pandemic widening learning gaps, a group of community partners and school leaders came together to figure out how to provide safe learning environments for students while school buildings and other resources were closed. Their goal: expand access to safe, high-quality, affordable educational supports like learning pods – a promising practice with a steep price tag for most families.
Learning pods achieved:
01
A collaborative space where community partners worked together to shift practices in support of virtual learning
02
Aligned with school-identified needs and best practices
03
Leveraged existing resources and spaces that could serve additional students and minimize learning loss during the pandemic
In this collaborative space, community partners worked together to shift practices in support of virtual learning, align with school-identified needs, review best practices, and leverage existing resources and spaces that could serve additional students. The result: more than 100 students enrolled in free or low-cost, data-driven programs built specifically to minimize learning loss during the pandemic. Community Partners • Alamance-Burlington School System • Boys & Girls Club • The Dream Center • First Baptist Burlington • YMCA • Burlington Recreation & Parks • Awakening Outreach Church • Ebenezer United Church of Christ • Graham Recreation & Parks
16 • Alamance Achieves 2020 Annual Report
TEACHER LISTENING SESSIONS The Work So Far The pandemic brought a new set of changes, barriers and opportunities to the education setting. Across the county, teachers and school leaders worked to define and share best practices for supporting students and families during distance learning. At the close of the school year, 12 elementary school teachers representing seven schools came together to share insights and ideas around virtual learning practices – what has been working, what hasn’t been working and what kind of additional supports were needed during the pandemic. Insights from the teacher listening sessions were shared with community partners who advocate for teachers in order to help align professional development opportunities during the pandemic with teacher-identified needs.
“This is giving us an opportunity to really break down whatever barriers exist. We’re all working together to achieve great things with our students. This is really allowing us to collaborate.” –Daniel Flack, Alexander Wilson Insights from elementary school teachers:
01
With COVID-19 exposing inequities within our community, teachers expressed a desire for professional development around issues of equity and family experiences
02
Virtual learning curricula should emphasize social-emotional health, especially in the early grades
03
An increase in access to virtual learning resources would help families who are struggling to navigate the technological barriers of virtual learning
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05 18 • Alamance Achieves 2020 Annual Report
C O R O N AV I R U S : THE POWER OF ALIGNMENT I N A PA N D E M I C t the beginning of 2020, coronavirus reshaped the lives of every resident in Alamance County. Within just a few weeks, we began adjusting to a “new normal.” Living rooms were now virtual classrooms; early education centers were closed; businesses were closed and employees were laid off. Families were coping with unprecedented changes and stress.
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In the midst of this disruption, community partners came together to rethink how we might meet the needs of families and students. Ideas needed to be creative, equitable and sustainable. They needed to meet the needs of those most impacted by the pandemic. They needed to leverage new and existing resources. And they needed to amplify the voices of families and students in the process of designing solutions. This disruption created opportunities to rethink the availability of educational resources in Alamance County and how we engage families, students and youth in the process of identifying priorities and solutions. The pandemic showed what can happen when we all align around shared goals and work together to make them happen. The pandemic, oddly enough, showed us that we can change systems and the outcomes they create. Here are a few spotlights of what community partners accomplished in 2020 during the pandemic:
ALIGNING AROUND FOOD ACCESS Community partners and organizations across Alamance County aligned efforts to increase access to healthy, affordable food for young children, students and families impacted by closures related to the COVID-19 epidemic. Together, our community leveraged existing resources to establish more than 240 food distribution locations all over Alamance County, ensuring that every resident is less than 4 miles away from a food distribution site. •
•
•
Businesses and restaurants partnered with community members to design innovative ways to distribute food
These innovative and equity-driven solutions ensure that all families continue to have access to a strong grid of resources that enables every child to be well, healthy and ready to learn.
+240 +2M
Food Access Locations
Meals Served
“It’s got to begin with a conversation that needs to be intentional. Because it’s not going to be comfortable — if it’s too comfortable, you’re not going to get a lot done.” –Tony Foriest, Former State Senator
+200 Grab-and-Go Bus Stops
Alamance-Burlington School System established more than 200 grab-and-go bus stops, so students could pick up meals even if their parents were working Churches and food pantries adjusted their hours to meet increased demand
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A L I G N M E N T I N A PA N D E M I C
S U P P O R T I N G AT- H O M E LEARNING The Work So Far The Kindergarten Readiness Network tested out a new strategy aimed at addressing new barriers to early learning at home. These barriers had been lifted up by local families with young children and included an increase in stress from job loss and closures, less income to meet basic household needs and limited access to easy-touse early learning resources. In response, the network developed a no-cost, at-home delivery service that included:
01
Family-prioritized and hardto-get items such as toilet paper, paper towels and disinfecting wipes
02
Children’s books and toys that promote play-based learning
03
Resources on socialemotional supports
“What is working well? What organizations, programs and activities are doing great things in our county and how can we learn from them? And on the flip side, where do we see roadblocks? What is the most difficult system to navigate?” –Connie Wolfe, Alamance Community College
20 • Alamance Achieves 2020 Annual Report
They tested out this idea on a small scale to families with young children in two elementary school zones, gathered direct feedback and qualitative data from families, and adjusted their idea to test again. Each test enabled the network to collect additional data, refine their strategies, and scale ideas that demonstrated effectiveness. Families reported that the service helped divert funds to food and bills, as well as an increase in time spent reading as a family and engaging in play-based learning.
INCREASING ACCESS TO BOOKS The Work So Far In response to school and library closures, community partners worked together to deliver more than 750 books to students across the county.
+750
Books Delivered Across the County
The first round of book deliveries went out to elementary school students and focused on promoting both engagement in reading and supporting social-emotional health during a time of increased stress for both students and families. Older students also voiced a desire to have access to new books over the summer, and the next wave of deliveries went out to students in all K-12 grades.
Community partners worked together to purchase the books, identify community hubs for distribution and amplify the voices of families so that the program could be adjusted to meet new needs.
“With the close of our programming during COVID-19, it was important to form partnerships to assist in ending generational poverty and increasing the opportunity for academic success for children in public housing. Without Alamance Achieves, access to age specific reading material would have been limited.” –Nikki Ratliff, Burlington Housing Authority Community partners: • Alamance-Burlington School System • Alamance County Public Libraries • Burlington Housing Authority • Alamance County Government • S.A.F.E. • Healthy Alamance • Alamance Partnership for Children
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06
W H AT ’ S N E X T FOR ALAMANCE ACHIEVES
lamance Achieves is built on a commitment to continuous learning and improvement. As we learn new lessons along the way about what works – and what doesn’t work – to improve outcomes in Alamance County, we need to adapt, test out new ideas and take responsible risks to move in the right direction.
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22 • Alamance Achieves 2020 Annual Report
As a partnership, one of the most significant lessons we’ve learned is that we can’t improve outcomes until those closest to the issue – families, parents, students and youth – are at decision-making tables. So, we’re making big changes at Alamance Achieves. As a partnership, we’re focusing our work on amplifying community voices – especially those most impacted by inequitable policies and practices. We’re evaluating who’s at the table – and who’s not – to ensure that Black, Latinx and Indigenous families, students and youth are equal partners in cocreating goals and solutions. Over the next year and beyond, these are the voices who will guide the direction of Alamance Achieves. Our partnership’s goals, metrics for success, strategies and solutions will be driven by and with the community. This is how we get to systems change. Families, students, youth, systems leaders, teachers, business owners, nonprofits, field experts – all working together as equal partners toward the same goal, leveraging resources, using data to understand and address root causes of systemic inequities.
Recommitment to values:
01
Equity
02
Community
03
Data-informed
04
Measurable change
05
Partnership
06
Transparency
AlamanceAchieves.org • 23
07
FUNDING AND S U S TA I N A B I L I T Y ommunity investment in datadriven, equitable practices fuels better outcomes. By aligning our resources toward collective initiatives, we can identify the specific practices that measurably reduce opportunity gaps and improve outcomes – and scale the ones that work. Over the last year, investment from our community and national partners has fueled the outcomes presented in this report.
C
24 • Alamance Achieves 2020 Annual Report
R E S U LT S O F Y O U R I N V E S T M E N T S 52
04
SERVICE
children were enrolled in Ready4K, an evidence-based texting service shown to improve kindergarten readiness and socialemotional health
01
SCHOOL
39
53
more kindergartners began school ontrack to succeed, and a promising practice for improving kindergarten transition was identified
families with young children were able to divert additional funds toward expenses and bills during the pandemic
03
02
FUNDS
753
BOOKS
social-emotional books were delivered to students across the county while school buildings and libraries were closed
Next year, as we focus on community codevelopment, you can expect to see even more from Alamance Achieves. Over the next year and beyond, we’ll be partnering with families, students and community leaders to explore what education equity means in Alamance County. We’ll be working together to ensure our decision-making tables are more equitable and that community members are equal partners in the process of setting goals and identifying and implementing strategies.
Thank you to our funders! • Impact Alamance • StriveTogether • Fundraiser sponsors • Duke Energy • Glen Raven • LabCorp • Cone Health • Burlington Pediatrics • Knit-Wear Fabrics, Inc.
• • • • • •
Leo Lambert Elon University Truliant Samet Tony Foriest Community Members
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08 26 • Alamance Achieves 2020 Annual Report
A N N UA L DATA valuating what we have done helps us identify where there is still work to be done. A look at the data behind our efforts in the previous year helps us plan for the future.
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KINDERGARTEN READINESS (EDI) Kindergarten Readiness by Developmental Area Summary of Early Developmental Instrument Results
On Track
Source: Early Development Instrument, Winter 2019
Vulnerable
Across All Domains Communication Skills & General Knowledge Emotional Maturity Language & Cognitive Development Physical Health & Well-being Social Competence
Alamance County National Alamance County National Alamance County National Alamance County National Alamance County National Alamance County National
26% 25% 10% 15% 10%
At Risk
22% 26%
52% 49% 75%
16%
74%
11% 11% 9% 12% 12% 13%
78% 78% 75%
10% 11% 10%
17% 13% 13%
72% 76% 77%
11% 10%
11% 15%
78% 75%
Data helps us identify where there is work still work to be done.
AlamanceAchieves.org • 27
A N N UA L DATA
THIRD GRADE READING Students meeting or exceeding grade-level reading standards in third grade End-of-Grade Assessments by ABSS School Year & Subgroup
20.1% 18%
14.4% 19%
25.6%
27.6%
29%
31%
40.6%
37.9%
41.1%
40.6%
53.7%
57.7%
57%
58.3%
44.1%
38.9%
42.6%
39.1%
40.7%
36.6%
69.1%
38.3%
67.3%
64.3%
66.9%
67.7%
52.8%
50.2%
53.4%
52.9%
Percent grade-level proficient
Source: NC Department of Public Instruction
2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019
Average
Black/African American
White
Latinx
Multiracial
Economically Disadvantaged
English Learner
Students with Disabilities
T H I R D G R A D E M AT H Students meeting or exceeding grade-level math standards in third grade End-of-Grade Assessments by ABSS School Year & Subgroup
20.1%
18%
22%
17.1%
25.6%
27.6%
41.3%
44.9%
40.6%
37.9%
46.7%
44.8%
53.7%
57.7%
54%
54.2%
44.1%
38.9%
49.3%
52%
39.1%
36.6%
41.8%
38.7%
67.3%
64.3%
70%
68.7%
52.8%
50.2%
57.2%
56.5%
Percent grade-level proficient
Source: NC Department of Public Instruction
2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019
Average
White
Black/African American
28 • Alamance Achieves 2020 Annual Report
Latinx
Multiracial
Economically Disadvantaged
English Learner
Students with Disabilities
EIGHTH GRADE READING Students meeting or exceeding grade-level reading standards in eighth grade End-of-Grade Assessments by ABSS School Year & Subgroup
8.3%
16.7%
5%
5%
11.1%
8.8%
5.3%
9.3%
32.9%
25.5%
35.1%
34.3%
37.8%
36%
41.4%
48.5%
32.9%
29.8%
38.9%
34.9%
26.2%
21.1%
33.2%
29.5%
68%
58%
59.2%
60.3%
47.3%
41.9%
46.8%
47.8%
Percent grade-level proficient
Source: NC Department of Public Instruction
2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019
Average
Black/African American
White
Latinx
Multiracial
Economically Disadvantaged
English Learner
Students with Disabilities
E I G H T H G R A D E M AT H Students meeting or exceeding grade-level math standards in eighth grade End-of-Grade Assessments by ABSS School Year & Subgroup
8.3%
16.7%
11.2%
8%
11.1%
6.5%
5.3%
5%
32.9%
25.5%
27.7%
29.6%
37.8%
36%
37.1%
40.9%
32.9%
29.8%
34.9%
34.2%
26.2%
21.1%
28.2%
21.5%
68%
58%
57.5%
53.6%
47.3%
41.9%
43%
43%
Percent grade-level proficient
Source: NC Department of Public Instruction
2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019
Average
White
Black/African American
Latinx
Multiracial
Economically Disadvantaged
English Learner
Students with Disabilities
AlamanceAchieves.org • 29
A N N UA L DATA
H I G H S C H O O L G R A D UAT I O N Students graduating high school in four years Percent of Ninth-Grade Cohort Graduating High School in Four Years, by ABSS School Year & Subgroup
59%
61%
62%
60.6%
68.4%
64.4%
40.7%
32.1%
75.3%
76.1%
73%
75.5%
79.2%
77.6%
82.2%
90%
81.8%
76.3%
75.1%
78.7%
73.5%
81.8%
81.9%
80.2%
84.8%
83.4%
85.1%
83.1%
81.3%
82.6%
82.4%
81%
Percent grade-level proficient
Source: NC Department of Public Instruction
2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019
Average
Black/African American
White
Latinx
Economically Disadvantaged
Multiracial
English Learner
Students with Disabilities
P O ST- S E C O N DA RY E N R O L L M E N T Enrollment in two- and four-year college by ABSS Graduating Classes (Four-Year Aggregate) & Subgroup
62%
59%
67%
65%
61%
54%
40%
45%
54%
50%
50%
46%
68%
66%
Percent enrolled
Source: NC Department of Public Instruction
20092012
20132016
20092012
20132016
20092012
20132016
20092012
20132016
20092012
20132016
20092012
20132016
20092012
20132016
All
White
Black
30 • Alamance Achieves 2020 Annual Report
Latinx
Multiracial
Economically Disadvantaged
Not Economically Disadvantaged
P O ST- S E C O N DA RY C O M P L E T I O N Percent of Alamance County residents 25 and older who completed some post-secondary education or received a two- or four-year degree (five-year average) Source: American Community Survey, 5-Year Estimates, 2009-2013 and 2014-2018
White (Non-Hispanic)
Black (Non-Hispanic)
Latinx
20092013
20142018
Multiracial
3.8%%
20142018
Bachelor’s Degree or Higher
4.6%
20092013
22.9%
20142018
Some college or Associate’s Degree
18.4%
28.6%
2014- 20092018 2013
Bachelor’s Degree or Higher
13.1% 33.2%
20092013
7.3%
4.4%
17.7% 20142018
Some college or Associate’s Degree
14.4%
2014- 20092018 2013
Bachelor’s Degree or Higher
35.6%
20092013
Some college or Associate’s Degree
14%
20142018
16%
20092013
Bachelor’s Degree or Higher
14.8%
20142018
36.2%
20092013
Some college or Associate’s Degree
33.8%
27.9%
20142018
Bachelor’s Degree or Higher
25.2%
20092013
35.8%
33.2%
20092013
20142018
Other
CONNECTED TO A CAREER TRACK Percent of Alamance County youth (16 to 24) who are enrolled in school or employed (five-year average)
93%
Source: American Community Survey, 5-Year Estimates, 2009-2013 and 2014-2018
90.8%
Percent
Some college or Associate’s Degree
2013
2018
AlamanceAchieves.org • 31
09 32 • Alamance Achieves 2020 Annual Report
ALAMANCE ACHIEVES PA R T N E R S H I P lamance Achieves is our partners. It is only through their hard work, persistence and dedication that we are able to create systems change in our community.
A
A L A M A N C E A C H I E V E S PA R T N E R S H I P 01 S T E E R I N G C O M M I T T E E • • • • • • • • • • • • • • • • • •
LaShauna Austria, Kindred Seedlings Farm Dr. Bruce Benson, Alamance-Burlington School System Adrian Daye, Alamance County Department of Social Services Jenny Faulkner, Alamance-Burlington School System Tony Foriest, Former State Senator and Community Leader Amy Galey, Alamance County Commissioners Tracey Grayzer, Impact Alamance Brian Hagood, Alamance County Government Sherry Hook, Alamance County Government Ricky Hurtado, LatinxEd Heidi Norwick, United Way of Alamance County Dr. Jean Rattigan-Rohr, Center for Access and Success, Elon University Stacie Saunders, Alamance County Health Department Rev. Dr. Ron Shive, First Presbyterian Church, Burlington Derek Steed, Glen Raven, Inc. Carrie Theall, Alamance Partnership for Children Mac Williams, Alamance Chamber of Commerce Connie Wolfe, Alamance Community College
02 Q U A L I T Y & M E A S U R E M E N T T E A M • • • • • • • • • • • •
Melissa Boyce, Alamance-Burlington School System Kathy Colville, Cone Health Dr. Ayesha Delpish, Elon University Arlinda Ellison, Alamance County Health Department Sarah Heinemeier, Compass Evaluation and Research Inc., Alamance Partnership for Children Jessica Johnson, Alamance County Health Department Danielle Lake, Elon University Edna Parker, LabCorp Amy Richardson, Alamance-Burlington School System Kathleen Rudd, Alamance County Health Department Lynette Wellons, Alamance County Department of Social Services Cinthya Garcia White, Cone Health
03 C O M M U N I C A T I O N S T E A M • • • • • • • • • •
Adrian Daye, Alamance County Department of Social Services Sandy Ellington-Graves, Allen Tate Realtors Mary Faucette, City of Graham Jenny Faulkner, Alamance-Burlington School System Sally Gordon, United Way of Alamance County Ricky Hurtado, LatinxEd Morgan Lasater, City of Burlington Kelly Roberts, Alamance Chamber of Commerce Penny Scott, Alamance Partnership for Children Madison Taylor, Elon University
04 B E Y O N D T H E C L A S S R O O M T E A M • •
• • • • • • • • •
Reisha Drumgold, Ebenezer United Church of Christ Lisa Edwards, CityGate Dream Center Brian Faucette, Graham Recreation & Parks Brittany Hargrave, Burlington Recreation & Parks Sherri Henderson, Salvation Army Boys & Girls Club Michael Lane, Alamance-Burlington School System Nikki Ratliff, Burlington Housing Authority Cameron West, First Baptist Burlington Kimberly Yarborough, Alamance-Burlington School System
LY G R A D E S U C C E S S 05 EL EA AR D ERSHIP TEAM • • • • • •
Dr. Ilana Dixon, Alamance-Burlington School System Susana Goldman, Alamance County Public Libraries Tamatha Kohler, Alamance Partnership for Children Dan McInnis, Eastlawn Elementary Dr. Jean Maness, Alamance-Burlington School System Amy Richardson, Alamance-Burlington School System
KINDERGARTEN READINESS
06 N E T W O R K • • • • • • • • • • • • • • • • • • • • • • •
Marie Alston, Alamance-Burlington School System Sarah Austin, Alamance County Health Department Jennifer Barnhardt, Alamance-Burlington School System Linda Barron, Community Advocate Melissa Blum, Alamance-Burlington School System Allen Blue, Burlington Housing Authority Tracey Brown, Alamance Partnership for Children Kristie Coffer, Alamance Partnership for Children Amber Doby, Alamance-Burlington School System Diane Duffy, Former Pediatrician April Durr, United Way of Alamance County Melinda Freeman, Alamance County Department of Social Services Jessica Johnson, Alamance County Health Department Dr. Mary Knight-McKenna, Elon University Danielle Lake, Elon University Erika Nunnally, RCS Head Start Kelly Mendenhall, Alamance County Health Department Angela Osborne, Alamance County Health Department Dr. Jean Rattigan-Rohr, Elon University Amy Richardson, Alamance-Burlington School System Alicia Tanner, Alamance County Health Department Elizabeth Weislak, Alamance County Public Libraries Jenny Whitley, Alamance Partnership for Children
LAMANCE ACHIEVES 07 A B AC K B O N E S TA F F • • • • •
Tyronna Hooker, Executive Director Lexy Roberts, Community Engagement Manager Alison Harman, Data Manager Sylvia Ellington, Kenan Community Impact Fellow Lallo Yadeta, Kenan Community Impact Fellow
Emily-Lynn Adkins, Alamance-Burlington School System Walter Britt, Alamance County YMCA
AlamanceAchieves.org • 33
AlamanceAchieves.org • 336.395.7021 133 East Davis Street, Burlington, NC 27215
34 • Alamance Achieves 2020 Annual Report
