2013 Baseline Report Card Thank You to Our Founding Funders Wells Fargo JPMorgan & Chase
Wharton Foundation United Way of Treasure Valley
Additional Financial Supporters Bishop Kelly High School Big Brothers Big Sisters of Southwest Idaho Boise School District Boise State University
Kuna School District Meridian School District Middleton School District Northwest Nazarene University
Caxton Printers College of Idaho Futura Corporations Idaho Statesman (The McClatchy Company) J.A. and Kathryn Albertson Foundation Junior League of Boise
Oppenheimer Companies, Inc. South Idaho Conference Superintendents Treasure Valley Family YMCA University of Idaho Vallivue School District Various Individuals
In This Report Card From Our Core Leadership Team .................................................................................... 3 About TVEP ......................................................................................................................... 4 TVEP’s Framework ............................................................................................................ 5 Organizational Structure .................................................................................................. 6-7 Data: Regional Diversity ................................................................................................... 8-9 Intro to Community-Level Indicators ............................................................................. 10 Focus Area 1 ......................................................................................................................... 11-13 Focus Area 2 ......................................................................................................................... 14 Focus Area 3 ......................................................................................................................... 15-22 Focus Area 4 ......................................................................................................................... 23-26 Focus Area 5 ......................................................................................................................... 27 Focus Area 6 ......................................................................................................................... 28 Looking Ahead ................................................................................................................... 28
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From Our Core Leadership Team The Treasure Valley Education Partnership (TVEP) believes that the Treasure Valley’s social and economic well-being depends on the success of our education system. We also believe our education system does not begin at kindergarten or end with the completion of high school or even post high school education. Children are born learning, and our children’s level of school readiness is crucial to future academic and workforce preparation. For our community to thrive, we need creative and innovative graduates to meet our regional workforce needs, along with resilient individuals who can progress through one or more careers during their lifetimes. TVEP has come together to develop a comprehensive, datadriven approach to monitor and positively impact key educational and social outcomes so all of our students can succeed. In partnership with local and national groups, we are building a foundation based on current data to help guide our decisions and our work. This Baseline Report Card is a first step. A large number of partners from various sectors in the Treasure Valley identified key indicators and goals that collectively build a pathway to education success from cradle to career. These indicators will help us prioritize where resources should be aligned and help us identify and implement best practices. We look forward to further engagement as our work progresses. ― Core Leadership Team, Treasure Valley Education Partnership
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About TVEP TVEP is an unprecedented community partnership of engaged citizens and leaders from local school districts, institutions of higher education, businesses, nonprofits and foundations. TVEP has come together with the mission of advancing a world-class education system that leads all students to meaningful careers: every child, every step of the way, cradle to career. TVEP’s goal is to coordinate the area's existing resources and institutions to support youth along the education continuum and ensure at least 80 percent of Treasure Valley students go on to post high school education by 2016 and beyond.
Who we represent TVEP represents more than 200,000 children, youth and students in the Treasure Valley. Partnering school districts, private high schools and postsecondary institutions include the nine Southern Idaho Conference (SIC) school districts (Boise, Caldwell, Emmett, Kuna, Meridian, Middleton, Mountain Home, Nampa, and Vallivue) and Bishop Kelly High School, and five local universities and colleges including Boise State University, The College of Idaho, College of Western Idaho, Northwest Nazarene University and the University of Idaho. Geographically, TVEP’s boundaries include Ada, Canyon, Elmore and Gem counties, and several cities and towns. One -third of Idaho’s public primary and secondary school students attend one of TVEP’s partnering school districts, and more than 40 percent of Idaho children younger than 6 years reside in Ada, Canyon, Elmore and Gem counties. Our partner districts vary in size, serving between 2,000 and 35,000 rural and urban students.
Pathway to Success A child’s path to success begins long before arriving at the school’s front door and continues throughout life. This pathway provides the foundation for our work and drives our six focus areas:
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TVEP’s Framework TVEP is a long-term partnership focused on achieving systemic change that will ultimately impact all Treasure Valley students. The partnership framework has four key pillars:
Shared Community Vision Cross-sector stakeholder engagement and clear and frequent communication with the community are absolutely necessary for us to achieve results on the scale that we need. This cannot be done by one single organization or entity alone, but by convening diverse partners around a shared community vision and a common goal.
Evidence-Based Decision Making TVEP is committed to the responsible use of data both as a call to action to our partners and community members and as a way to hold ourselves accountable for our work. By regularly reporting and evaluating progress on key indicators, we aim to educate ourselves about the state of education in the Treasure Valley, to track our progress over time, to better understand where we can build upon existing successes, and to identify where there are opportunities for improvement.
Collaborative Action The greatest positive impact will be made by aligning our community’s diverse resources around a common goal. TVEP brings key partners and organizations together to identify and implement priority strategies aimed at improving student outcomes all along the pathway to success.
Investment & Sustainability TVEP recognizes that investments must produce noticeable gains while building a lasting network of support for our children and implementing long-term systemic change.
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Organizational Structure Core Leadership Team A Core Leadership Team of cross-sector CEOs and community leaders meets monthly to provide strategic direction and oversight. These members promote TVEP and advocate for our work:
Rich Raimondi ― (TVEP Chair) President, Bishop Kelly High School
David Alexander ― President, Northwest Nazarene University
Rick Aman ― Former Vice President of Instruction and Enrollment & Student Services, College of Western Idaho
Nora Carpenter ― President and CEO, United Way of Treasure Valley.
Linda Clark ― Superintendent, Meridian Joint School District No. 2
Don Coberly ― Superintendent, Boise School District
Jim Everett ― CEO, Treasure Valley YMCA
William Gilbert Jr. ― Founding partner, CAPROCK Group
Scott Gipson ― President, Caxton Printers Ltd.
Kathy Hagler ― President, Kathy Hagler and Associates
Marvin Henberg ― President, The College of Idaho
Jay Hummel ― Superintendent, Kuna School District
Mike Jung ― President and Publisher, Idaho Statesman
Brent Lloyd ― Chairman and CEO, Futura Corporation
Corinne Mantle-Bromley ― Dean, College of Education at the University of Idaho
Dee Mooney ― Executive Director, Micron Foundation
Barbara Morgan ― Distinguished Educator in Residence, Boise State University
Derick O'Neill ― Director of Planning and Development, City of Boise
Skip Oppenheimer ― Chairman/CEO, Oppenheimer Companies, Inc.; President, Oppenheimer Development Corporation
Martin Schimpf, Provost and Vice President for Academic Affairs at Boise State University
David Shellberg ― Vice President of Instruction and Student Services, College of Western Idaho
Brian Stewart ― Vice President and Community Relations Officer, Northwest region of JPMorgan Chase
Advisory Group Meetings TVEP is structured to gather feedback from the public through quarterly advisory group meetings that are open to all community members with an interest in education. The advisory group informs TVEP’s work from the broader community perspective.
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Organizational Structure (Cont.) Backbone Organization The United Way of Treasure Valley serves as the backbone organization for TVEP. The backbone organization provides the partnership with critical operational support needed to drive our work forward.
Strategic Working Groups Strategic working groups are forming around each of the six focus areas to carry out the meaningful work of furthering or implementing proven strategies that positively impact student outcomes. These groups are composed of empowered representatives from each participating organization and meet monthly to develop and implement plans of action over a year-long timeframe.
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Data: Regional Diversity Research shows that a child’s academic success is inextricably linked to the socioeconomic environment. While the largest ethnic group in the Treasure Valley is white, our partner school districts serve a diverse student population. Significant differences in race/ethnic makeup and income exist between districts.
Ethnic makeup by district (2011-12) Hawaiian/Pacific Islander Native American Black 2 or more races Asian Hispanic White Source: Idaho State Department of Education, Student Ethnicity Statistics, 2011-2012 District Totals
Over the past several years in the Treasure Valley, student diversity has grown, with our non-white student population increasing by roughly 10 percent.
Ethnic makeup for all districts combined (2002-03) 3.6% 11% White Hispanic Asian Pacific Islander Black Native American
85%
Source: Idaho State Department of Education, Student Ethnicity Statistics, 2002-2003 District Totals Note: Doesn’t include Bishop Kelly High School
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Data: Regional Diversity (Cont.) Ethnic make up for all districts combined (2011-12) 6% White Hispanic
18%
Asian 2 or more races Black Native American
75%
Hawaiian/Pacific Islander
Source: Idaho State Department of Education, Student Ethnicity Statistics, 2011-2012 District Totals Note: Does not include Bishop Kelly High School
In the last few years, the percentage of students who are eligible for free/reduced lunch has also grown.
Percentage of free and reduced lunch recipients by district (grades 1-12) 100% 80% 60% 40%
2008-09
20%
2011-12
0%
Source: Idaho State Department of Education, Free and Reduced Lunch Totals by District, 2008-2009 and 20112012
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Community-Level Indicators One of the first steps in forming TVEP was to engage the community in the selection of community-level indicators that are critical measures along a child’s pathway to success. TVEP has committed to sharing these indicators publically in our annual report card, starting with this baseline report. TVEP believes it is important to keep these indicators in the public eye to provide a snapshot of the status of educational achievement in our community. In subsequent annual report cards, these indicators will illustrate the strides that have been made and the work that lies ahead.
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Focus Area 1 “Every child is prepared for school” Why is this important? What does the research say? Researchers, educators and economists have overwhelming evidence that children with higher levels of school readiness at a young age generally are more successful in school; are less likely to drop out; and will earn more as adults, even after adjusting for differences in family background. Research also tells us that most children who enter kindergarten without the basic skills necessary to be prepared for and succeed in school rarely catch up in subsequent years without resource-intensive early intervention.
What are our indicators? During TVEP’s initial planning phase, the community agreed to focus on academic, social and emotional indicators of school readiness. Determining whether kindergarteners enter school ready to succeed tells us if our community and families need more support to get children off to a good start. TVEP has adopted the Fall Kindergarten Idaho Reading Indicator (IRI) as a common indicator of a child’s reading readiness and is working to identify an appropriate measure of the social and emotional skills a child needs to master to be successful in school and in life.
Idaho Reading Indicator ― All kindergarten through third-grade public school students are required to take the IRI at least twice yearly. The assessment’s purpose is to identify students who lack the skills necessary to learn to read, and to give them immediate additional support. Although the IRI does not provide a comprehensive measure of school readiness, it is a highly reliable and valid screener that can be compared to results across the nation. Specific skills assessed at kindergarten entry include reading readiness and phonological awareness. Based on grade-level performance standards, kindergarteners are scored as:
Benchmark or a 3, indicating reading skills at or above grade level; Strategic or a 2, indicating reading skills near grade level; or Intensive or a 1, indicating reading skills below grade level.
One of TVEP’s chosen indicators for Focus Area 1 is the percentage of kindergarteners who score at or above benchmark in the fall.
Social and Emotional Indicator of School Readiness ― During an initial scan of resources, TVEP found there was not a readily available, common tool in place to assess the social and emotional skills necessary for a child’s successful transition to school. TVEP remains focused on identifying and implementing an agreed upon measure of a child’s social and emotional preparedness and will update the community report card with baseline data for this indicator when it becomes available.
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Focus Area 1 (Cont.) “Every child is prepared for school� How are we doing? Over the last several years, there has been little to no increase in the percentage of kindergarteners in the Treasure Valley, and across the state, who arrive at school ready to learn to read.
Percentage of kindergarteners who are ready to read when they arrive at school (2007 through 2012) 100% 80% 60% SIC Districts 40%
State
20% 0% 2007
2008
2009
2010
2011
2012
Source: Idaho State Department of Education, Fall Kindergarten Idaho Reading Indicator Results, 2007-08 through 2012-2013
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Focus Area 1 (Cont.) “Every child is prepared for school� How are we doing? (Cont.) The most recent Idaho Reading Indicator results show that in the fall of 2012, 58 percent of Treasure Valley kindergarteners arrived at school with the skills necessary to learn to read, compared to 56 percent in the state. Also, children start school at vastly different levels of readiness among districts and by income level.
Kindergarteners , by district, who are ready to read when they arrive at school (2012) 100% 80%
73% 58%
60% 40%
At Benchmark
29%
20% 0% Highest Performing Lowest Performing District District
SIC Districts
Kindergarteners, by income level, who are ready to read when they arrive at school (2012) 100% 80%
69%
Children from families with incomes at or below 185% of the Federal poverty level are eligible for free or reduced meals.
60% 42% 40% 20% 0% Free and Reduced Lunch Recipients
At Benchmark
Free and Reduced Lunch NonRecipients
Source: Idaho State Department of Education, Fall Kindergarten Idaho Reading Indicator Results, 2012-2013
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Focus Area 2 “Every child is supported inside and outside school.” Why is this important? What does the research say? The support that students receive inside and outside of school is essential to a student’s academic, social and emotional well-being and can be found at school, at home and in the community. As communities across the country work to implement cradle-to-career civic infrastructure, one of the key challenges we face is determining how to measure the impact of what happens outside the classroom on student success. There are many factors that influence a student’s success, including noncognitive skills such as a student’s level of grit or tenacity; family/community supports that impact community engagement, or the presence of a positive adult role model; and environmental causes that affect a student’s general health and well-being.
Noncognitive competencies defined Noncognitive competencies are defined for students as sets of “behaviors, skills, attitudes, and strategies that are crucial to academic performance in their classes, but that may not be reflected in their scores on cognitive tests” (iFarrington et al, 2012). For example, noncognitive competencies include self-control, organization, grit and tenacity, among many others. Research tells us that when students lack these noncognitive competencies, they often demonstrate poor academic performance and other negative outcomes such as increased signs of depression and criminal activity. On the other hand, students who have these competencies tend to have fewer absences, more engagement and greater success academically.
What are our indicators? Strive, our national partner organization, has launched a task force focused on noncognitive competencies in an effort to begin identifying core competencies that should be measured and ways in which to measure them. The decision to move forward in this direction was informed in part by the University of Chicago’s Consortium on Chicago School Research Literature Review, Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance. The national task force will identify a menu of noncognitive competencies that cradle-to-career partnerships can track and measure as part of their work, a core set of scalable measures and/or assessments for these competencies, and a research/advocacy agenda to continue to support this work. TVEP has joined this national task force and will work with our Focus Area 2 strategic working group to identify the best noncognitive indicators we can measure.
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Focus Area 3 “Every child succeeds academically.” Why is this important? What does the research say? Student success in school is TVEP’s overarching goal. All of our partners are committed to helping students achieve their greatest potential by setting high standards and challenging them academically so they gain the skills and knowledge necessary to succeed now and in the future. For our students to achieve academic success, educators, families and community must help them successfully transition through the educational continuum and meet important academic benchmarks along the way. Once students fall behind, it can be difficult for them to catch up to their peers without a great deal of support. Meeting academic benchmarks in reading and mathematics in the third grade is a significant predictor of later course performance and academic success. A student’s academic performance in the eighth grade is a strong indicator of whether he or she will graduate and go on to college. Research also shows that the Scholastic Aptitude Test (SAT), when combined with high school grade-point average, is an excellent predictor of first-year college successii.
What are our indicators? TVEP has adopted the Idaho Standard Achievement Test (ISAT) as a common indicator of our children’s academic progress in grade and middle school and the College Board Standard Achievement Test (SAT) as a common indicator of our students’ college readiness.
Idaho Standard Achievement Test ― Each year the Idaho State Department of Education develops Standard Achievement Tests for grades 3-10 in reading, language usage, mathematics, and science. Tests assess which students have met Idaho performance standards for their grade level. Idaho uses these scoring levels:
Advanced ― indicating a thorough understanding of grade-level skills; Proficient ― indicating a satisfactory or general understanding of grade-level skills; Basic ― indicating a limited understanding of grade-level skills; and Below Basic ― indicating little to no understanding of grade-level skills.
A student scoring proficient on the ISAT tells us that he or she has a satisfactory or general understanding of grade-level skills, according to Idaho standards. However, TVEP believes that students must have a higher than satisfactory understanding of grade-level skills to succeed. As a result, TVEP is tracking the percentage of students who score advanced on the third- and eighth-grade reading and mathematics ISAT tests as a measure of progress along the pathway to success.
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Focus Area 3 (Cont.) “Every child succeeds academically.” What are our indicators? (Cont.) Scholastic Aptitude Test (SAT) ― SATs are designed to assess what students know and how well they can apply their knowledge. It is one of the most widely used measures of academic readiness for college. The SAT evaluates the reading, writing and math skills that are critical for success in college and careers in the 21st century. The College Board has identified an SAT College and Career Readiness Benchmark of a combined score of 1550; students scoring at or above 1550 on the SAT have a higher likelihood of college success. The subjectlevel readiness indicator for each section of the SAT is a score of 500 and aboveii.
How are we doing? Over the last few years, we have made noticeable gains in the percentage of Treasure Valley students who score advanced on the third- and eighth-grade reading and math ISATs.
Students scoring advanced on 3rd-grade ISAT (2007-2012) 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2007
2008
2009
3rd Grade Reading
2010
2011
2012
3rd Grade Math
Source: Idaho State Department of Education, Idaho Standard Achievement Test Results, 2006-2007 through 2011-2012
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Focus Area 3 (Cont.) “Every child succeeds academically.” How are we doing? (Cont.) Students scoring advanced on 8th-grade ISAT (2007-2012) 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2007
2008
2009
8th Grade Reading
2010
2011
2012
8th Grade Math
Source: Idaho State Department of Education, Idaho Standard Achievement Test Results, 2006-2007 through 2011-2012
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Focus Area 3 (Cont.) “Every child succeeds academically.� How are we doing? (Cont.) In 2012, 51 percent of the third-graders and 59 percent of eighth-graders from our partner school districts scored advanced in reading while 62 percentage of third-graders and 38 percent of eighth-graders scored advanced in mathematics. Across the state, the percentage of third- and eighth-graders who scored advanced in reading and mathematics is comparable to the percentage scoring advanced in the SIC.
Students scoring advanced on 3rd-grade reading ISAT (2012) 100% 80% 60%
59%
51% 39%
40%
Students scoring Advanced on 3rd grade reading ISAT
20% 0% Highest Performing District
Lowest Performing District
SIC Districts
Students scoring advanced on 8th-grade reading ISAT (2012) 100% 80%
67%
60%
59% 44% Students scoring Advanced on 8th grade reading ISAT
40% 20% 0% Highest Performing District
Lowest Performing District
SIC Districts
Source: Idaho State Department of Education, Idaho Standard Achievement Test Results by District, 2011-2012
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Focus Area 3 (Cont.) “Every child succeeds academically.� How are we doing? (Cont.) Students scoring advanced on 3rd-grade math ISAT (2012) 100% 80%
69%
60%
62% 48% Students scoring Advanced on 3rd grade math ISAT
40% 20% 0% Highest Performing District
Lowest Performing District
SIC Districts
Students scoring advanced on 8th-grade math ISAT (2012) 100% 80% 60% 42%
37%
40% 23%
Students scoring Advanced on 8th grade math ISAT
20% 0% Highest Performing District
Lowest Performing District
SIC Districts
Source: Idaho State Department of Education, Idaho Standard Achievement Test Results by District, 2011-2012
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Focus Area 3 (Cont.) “Every child succeeds academically.� How are we doing? (Cont.) ISAT scores show that noticeable achievement gap in the Treasure Valley by income. The percentage of free and reduced lunch recipients who score advanced on the ISAT in third-grade reading and mathematics is markedly lower than students who do not qualify for free and reduced lunch. This achievement gap is also seen in eighth-grade reading and math scores, with the greatest disparity in the percentage of students who have mastered eighth-grade reading.
Percent of students scoring advanced on ISAT, by income (2012) 100% 80%
72%
71%
63% 60%
52%
48% 39%
40%
45%
Eligible for Free and Reduced Lunch Not Eligible for Free and Reduced Lunch
25% 20% 0% 3rd grade Math
3rd grade Reading
8th grade Math
8th grade Reading
Source: Idaho State Department of Education, Idaho Standard Achievement Test Results by District, 2011-2012
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Focus Area 3 (Cont.) “Every child succeeds academically.� How are we doing? (Cont.) In 2012 the State of Idaho implemented statewide SAT testing, offering all juniors the opportunity to take the SAT during the regular school day for free. Nearly 90 percent of high school juniors in Idaho took the SAT. According to 2012 results, roughly a third of juniors tested from our partner school districts and one private high school are college ready, with 38 percent scoring at or above 500 in reading, 38 percent scoring at or above 500 in math, and 36 percent scoring at or above 500 in writing. This compares to 33 percent of students in Idaho scoring at or above 500 in reading, 35 percent scoring at or above 500 in math, and 32 percent scoring at or above 500 in writing.
Percent of students scoring at or above 500 on SAT Reading (2012) 100% 80% 60%
46%
38%
40% 16%
20%
Students at or above 500 in Reading
0% Highest Performing District
Lowest Performing District
SIC Districts
Source: College Board, Idaho State Department of Education SAT School Day Report and SAT Profile reports, 2012 Note: The SIC Districts percentage includes 9 school districts and one private high school.
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Focus Area 3 (Cont.) “Every child succeeds academically.� How are we doing? (Cont.) Percent of students scoring at or above 500 on SAT Math (2012) 100% 80% 60%
46%
38%
40% 15%
20%
Students at or above 500 in Math
0% Highest Performing District
Lowest Performing District
SIC Districts
Percent of students scoring at or above 500 on SAT Writing (2012) 100% 80% 60%
45% 36%
40%
Students at or above 500 in Writing
13%
20% 0% Highest Performing District
Lowest Performing District
SIC Districts
Source: College Board, Idaho State Department of Education SAT School Day Report and SAT Profile reports, 2012 Note: The SIC Districts percentage includes 9 school districts and one private high school.
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Focus Area 4 “Every child enrolls in and completes some form of education beyond high school.” Why is this important? What does the research say? Simply put, our 21st century global economy demands education beyond high school. By 2020, more than 60 percent of jobs in Idaho will require some form of postsecondary training ― either a career certificate or college degree. As of 2012, 35 percent of adults in Idaho had an associate degree or higher.iii
What are our indicators? TVEP partner districts and schools chose the National Student Clearinghouse data to track student success after graduation from high school. The National Student Clearinghouse is an independent data warehouse that maintains enrollment, retention and degree records for more than 96 percent of students in public and private U.S. institutions. TVEP has identified the following indicators to help guide our work for this focus area:
Enrollment ― The percentage of high school graduates who enter postsecondary education within two years of high school graduation; Retention ― The percentage of college and university freshman who return for their sophomore year; and Completion ― The percentage of high school graduates who attain a 2- or 4-year degree within six years of high school graduation.
Enrollment, retention and completion data for high school graduates from the SIC school districts (Boise, Caldwell, Emmett, Kuna, Meridian, Middleton, Mountain Home, Nampa, and Vallivue) and Bishop Kelly High School are shared in this report. To have enough elapsed time to provide complete data, enrollment and retention rates are based on the graduating class of 2010 and six-year completion rates for the graduating class of 2005.
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Focus Area 4 (Cont.) “Every child enrolls in and completes some form of education beyond high school.� How are we doing? Sixty-four percent (64%) of SIC high school graduates from the class of 2010 enrolled in college within two years of high school graduation. Enrollment rates of students from TVEP partner districts ranged from 49 percent to 70 percent.
Percent of graduates who enroll in college within two years of high school completion (class of 2010) 100% 80%
70%
60%
64% 49%
40% 20% 0% Highest Performing District
Lowest Performing District
SIC Districts
Source: National Student Clearinghouse Student Tracker Report data; Idaho State Board of Education data were used for one district when NSC data was not available. Note: The SIC Districts percentage includes 9 school districts and one private high school.
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Focus Area 4 (Cont.) “Every child enrolls in and completes some form of education beyond high school.” How are we doing? (Cont.) Compared to the graduating class of 2005, in the last five years, we have seen a 7 percent increase in the percentage of SIC students who enrolled in college within two years of high school graduation. The majority of high school graduates from the Treasure Valley enrolled in an Idaho institution, with most attending Boise State University, College of Southern Idaho (which includes College of Western Idaho in the National Student Clearinghouse database) or the University of Idaho. A successful transition from a student’s freshman to sophomore year of college often correlates with continued educational success. The percentage of students who are retained in college is calculated as the percentage of students enrolled in the fall of 2010 who returned to college in the fall of 2011. Of those SIC high school seniors who enrolled in the fall immediately following graduation, 78 percent returned for their sophomore year.
Percent of college and university freshman returning for sophomore year (class of 2010) 100%
83%
80%
78% 68%
60% 40% 20% 0% Highest Performing District
Lowest Performing District
SIC Districts
Source: National Student Clearinghouse Student Tracker Report data; Idaho State Board of Education data were used for one district when NSC data was not available. Note: The SIC Districts percentage includes 9 school districts and one private high school.
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Focus Area 4 (Cont.) “Every child enrolls in and completes some form of education beyond high school.” How are we doing? (Cont.) In this report, college completion rates are reported as the percentage of high school graduates who attain a two- or four-year degree within six years of graduating from high school. This does not include students who attain professional technical certificates or other post high school training. It is important to note that the completion rates shared in this report will differ from those generally reported by four-year universities. The standard measure of success in postsecondary institutions is the six-year graduation rate for first-time, full-time students enrolled in bachelor’s degree programs only. The data tells us that 25 percent of high school graduates from our partner districts will attain a degree within six years of high school graduation. This compares to 23 percent across the stateiv. College completion rates for partner districts range from 10 percent to 27 percent of all high school graduates. At this rate, we will not produce enough college-educated workers to meet future workforce demands.
Percent of graduates who attain an associate's or bachelor's degree within 6 years of high school completion (class of 2005) 100% 80% 60% 40%
27%
20%
25% 10%
0% Highest Performing District
Lowest Performing District
SIC Districts
Source: National Student Clearinghouse Student Tracker Report data; Idaho State Board of Education data were used for five districts when NSC data was not available. Note: The SIC Districts percentage includes 9 school districts and one private high school.
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Focus Area 5 “Every child enters their career of choice.” Why is it important? What does the research say? The more years of schooling that students complete, the more likely they will be to gain employment at a higher wage. Unemployment in Ada, Canyon, Elmore and Gem counties is clearly related to our overall level of educational attainment. An individual with a high school diploma is two and a half times as likely to be unemployed as someone with at least a bachelor’s degree. In the Treasure Valley, an individual with at least a bachelor’s degree earns nearly two times what a high school graduate earnsv.
Unemployment rate by educational attainment for 25- to 64 -year olds ― Ada, Canyon, Elmore and Gem counties, 2011 100% 80% 60% 40% 20%
12%
10%
6%
4%
Less than high school graduate
High school graduate
Some college or associate's degree
Bachelor's degree or higher
0%
Source: 2011 American Community Survey, 5-year estimates
What are our indicators? In the coming year, TVEP will engage the community in identifying community level indicators that are important for monitoring career attainment for students in the Treasure Valley.
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Focus Area 6 “Every child is supported through meaningful career progression.” Why is it important? What does the research say? Once our students have entered their career of choice, it is important that they are supported through meaningful career progression. Keeping up with the changing workplace requires continued learning and skill development.
What are our indicators? In the coming year, TVEP will engage the community in identifying community level indicators that are important for monitoring career progression for students in the Treasure Valley.
Looking Ahead The TVEP Advisory Group has grown to include three strategic working groups that are digging into data for nine school districts and one private high school. These groups will identify strategies to ensure every child is prepared for school, is supported inside and outside of school, and enrolls in and completes some form of post high school education. Over the next year, more strategic working groups will form to focus on impacting additional critical milestones along the educational continuum.
i
Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: a critical literature review. University of Chicago Consortium on Chicago School Research. ii
The College Board (2012). The SAT® Report on College & Career Readiness: 2012.
iii
Idaho State Board of Education (2012). Complete College Idaho: A Plan for Growing Talent to Fuel Innovation and Economic Growth in the Gem State. iv
This estimate is from the Idaho State Board of Education post secondary database which includes college completion information for ~83% of students from the class of 2005 in Idaho. v
American Community Survey 5-year estimates (2011).
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