April 13, 2012 Denver Education Compact

Overview • OVERVIEW

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• SCOPE OF PROBLEM: Pipeline • DATA, METRICS, CALL TO ACTION

• School Readiness • High School Graduation & Remediation • Postsecondary Access & Completion

• ROLE OF COMPACT EXECUTIVE COMMITTEE

What do we know? • We know who’s being lost in the pipeline • We know where to intervene • We know there are great community based organizations (CBOs) and funders working on the solutions • We know that in order to accelerate and improve key educational outcomes we must align the work of funders, CBOs, and partners, elevate best practices, reduce program/service duplication and ensure the highest return on investment for our kids and our community

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The Impact of Poverty on the Educational Pipeline

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Kids in Poverty

Start with achievement gap

Gap Increases

Kids drop out of pipeline

Pipeline

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Birth Post Secondary 3rd Grade High School

55% of high school graduates

enrolled in college, with an

average remediation rate

of 59% (2009)

At the end of 3rd grade, 56% at grade level, #2,493 are not (2011)

1 in 3 kids live in poverty, #15,672 (2010 Census)

Last year 56% of the class graduated, #2,199 didn’t (2011)

Insulating the Pipeline: Accelerate key educational outcomes to improve

the economic health of the City

Full Day Pre-School Elevate Teachers and Schools

Economic Self-Sufficiency

Funding Accountability Preparation

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School Readiness: Early Childhood System

Stable Predictable

Funding

Diversity of Programing

Rich Curriculum & Environment

Effective Teachers

Child Outcomes

Ratings and Accountability

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School Readiness: 3- & 4-year olds

8,148 8,540 Provider data still being validated

20%

33%

47%

3-Year Olds 2010

DPS/CPP Providers

Private Providers

Not in licensed ECE

45%

26%

29%

4-Year olds 2010

DPS

Private Providers

Not in licensed ECE

School Readiness: Diagnostic Reading Assessment

DPS: Gateways for College Enrollment, February 2012

100%

152%

0%

20%

40%

60%

80%

100%

120%

140%

160%

180%

Text level <4: N= 6,774 Text level 4: N=731

Odds ratios of being proficient or above in 3rd grade CSAP Reading Take-away:

Earning DRA text level 4 in Kindergarten is associated with a 52% increase in odds of scoring Proficient or Above on 3rd grade Reading CSAP

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Measurement: School Readiness

Indicators Indicators Indicators Indicators Indicators Indicators

PROPOSED GOALS: School Readiness: By 2015 close the gap in kinder readiness between FRL & non-FRL students By 2018 close the gap in 3rd grade reading between DPS and the state (DPS: 56% and CO: 73%)

INDICATORS:

FUNDING • Increase the public funding streams to serve the highest need 3, 4, & 5-year olds in high quality early learning programs/services • Increase the number of funders who support programs/services for low income birth – five year olds that demonstrate a high ROI, elevate best practices, and are not duplicative ACCESS •Increase % of kids in ADK •Increase the number of community based organization that provide programs/services for low income birth – five year olds that demonstrate a high ROI, elevate best practices, and are not duplicative • Increase the % of high need kids served in high quality early learning programs • Identify FFN providers and increase the number who receive training/education regarding child development practices • Increase the % of low income kids with access to a medical/dental services •Increase the % of children three – five years of age enrolled in early childhood programming • Increase the % of low-income families with children ages birth – five receiving education regarding child development and early care and education •Increase the number of publicly funded childcare/early education slots relative to demand/need QUALITY •Increase the % of low-income families with children birth – 3 years old receiving high quality programs/services in early childhood learning •Increase the % of early learning professionals and primary grade teachers who have professional preparation in child development and early education

By 2013, develop a comprehensive plan to serve high need

birth – 3 year olds.

• By 2015, 100% of low-income 4 year olds will have access to programs and services.

By 2017, 100% of 5 year olds will be in all-day kindergarten.

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2

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School Readiness: Call to Action

Implement a comprehensive early childhood system for

Denver.

• Improve the availability, affordability, and accessibility of early childhood programs and services to the neediest families in Denver.

Increase public awareness about the importance of early

care, education, literacy and language development.

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School Readiness: Strategies

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Num

ber o

f Stu

dent

s

K12: Graduation Rates

CDE, 2011 Graduation Data

2451 2352 2414 2634

2809

6336

5456 5208 5083 5008

0

1000

2000

3000

4000

5000

6000

7000

2005-2006 2006-2007 2007-2008 2009-2010 2010-2011

Graduates

Cohort

DPS High School Graduation

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Number of Students Enrolled in AP Classes

K12: AP Course Trend

DPS Presentation to Mayor & Cabinet, January 2012

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5

Reading Socioeconomic Status Gap

27%31% 30%

33% 34%37% 36%

57%

67%63%

67%70%

77% 75%

43%47% 47% 49% 50%

53% 52%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008 2009 2010 2011

Pe

rce

nt

pro

fici

en

t o

r a

bo

ve

Free (2011 n = 26593) Paid (2011 n = 12793) Reduced (2011 n = 2932)Lunch Status

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21%26% 26%

30% 31% 31% 33%48%

55% 57% 58% 56% 56% 56%

19%22% 23% 24% 25%

28% 28%21%24% 26% 27%

30% 32% 34%

56%60% 61% 62% 63% 63%

67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008 2009 2010 2011

Perc

ent

prof

icie

nt o

r ab

ove

American Indian/Alaskan Native (2011 n= 511) Asian/Pacific Islander (2011 n= 1748)Black (Not Hispanic) (2011 n= 7105) Hispanic (2011 n= 23884)White (Not Hispanic) (2011 n= 9670)

Math Race and Ethnicity Gaps

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College Readiness Increases With Teacher Quality

Source: Teaching Inequality, Education Trust, June 2006; Presley, J. and Gong, Y. (2005). The Demographics and Academics of College Readiness in Illinois. Illinois Education Research Council.

55%39% 32%

24%

30%

30%29%

26%

15%31%

39%50%

0%

25%

50%

75%

100%

Lowest TQI Lower Middle TQI Upper Middle TQI Highest TQI

Not / LeastCollege Ready

Somewhat / MinimallyCollege Ready

More / MostCollege Ready

55%39% 32%

24%

30%

30%29%

26%

15%31%

39%50%

0%

25%

50%

75%

100%

Lowest TQI Lower Middle TQI Upper Middle TQI Highest TQI

Not / LeastCollege Ready

Somewhat / MinimallyCollege Ready

More / MostCollege Ready

Perc

ent o

f Stu

dent

s

K12: Teaching

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K12: Poverty & Achievement

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K12: Poverty & Achievement

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K12: Poverty & Achievement

EMENTARY SCH

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Measurement: K12

Indicators Indicators Indicators Indicators Indicators Indicators

PROPOSED GOAL: K12: Graduation and Readiness: By 2016, close the on-time graduation rate gap between the state and DPS (CO: 72.4% DPS: 51.8%) and improve the remediation rate (CO: 28.6% DPS: 54.7%)

INDICATORS: ELEMENTARY SCHOOL •% kindergarten at DRA level 4 • % 3rd grade proficiency (R/M) • % 5th grade proficiency (R/M) MIDDLE SCHOOL • % 8th grade proficiency (R/M) HIGH SCHOOL • % students served by out of school programs •% 9th graders on track to graduate •% 9th graders engaging in student engagement activities • % % 10th grade proficiency (R/M) • % meeting ACT benchmarks (R/M) • % 4-year cohort HS graduation rate • #/% of eligible 12th graders completing FAFSA applications • % IB/AP/Dual Enrollment participation

K12: Call to Action

In the next 30 days the K12 education subcommittee will meet with DPS and other stakeholders to review additional data and develop the “call to action” plans and strategies to achieve and present at the June Compact board meeting.

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K12: Strategies

TBD by June 2011

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Post Secondary: Pipeline

100 students

enter high school

59 students graduate DPS

36 students enter college

21 of those students require remediation

A+, Start with the Facts, 2010

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Post Secondary: AP Data

DPS: Gateways for College Enrollment, February 2012

100%

256%

0%

50%

100%

150%

200%

250%

300%

Scored < 3 or not attempted: N= 7,554

Pass one AP test: N= 445

Odds ratios of immediately enrolled in college after graduation Take-away:

Passing an AP test is associated with a 156% increase in odds of enrolling immediately in college.

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Post Secondary: College Enrollment

52%

68%

84%

96%

63%

77% 82%

93% 88% 89% 88%

91%

78% 79% 81%

90%

0%

20%

40%

60%

80%

100%

120%

Unstatisfactory Partially Proficient

Proficient Advanced

High School Graduation Rate

Apply Rate

Acceptance Rate

Attend Rate

Student Outcomes by 10th grade CSAP Reading Proficiency Level

• Of the 52% of students who scored unsatisfactory on the CSAP • 63% graduated high school • of that 63%, 88% applied to college • and of that 88% 78% went to college

DPS: Gateways for College Enrollment, February 2012

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76%

64%

53%

67%

76%

69% 72%

84% 86% 84%

90%

97%

86% 87%

75%

86%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

White African American

Hispanic Other races

Ethnicity

HS Graduation rate

Apply rate

Acceptance rate

Attend rate

For Hispanic Students • 53% of first time 9th graders graduated from HS • Of those who graduated, 72% applied to college • Of those who applied, 90% got accepted • Of those got accepted, 75% attended

Post Secondary: High School to College Matriculation

DPS: Gateways for College Enrollment, February 2012

PROPOSED GOAL: Postsecondary Pathways: Access and Completion: 90% complete in 150% of normal

time INDICATORS: • Remediation rate • % persons age 19-22 not attending school, not working, and no degree beyond

high school • % in post-secondary or employed • Retention/Persistence rates (year one to year two) • % students graduate/transfer from 2- % 4-year programs • Job placement after degree • Completion in 150% of normal time, calculated for # of students who entered

college or postsecondary training immediately after high school • # of students receiving a recognized industry credential

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Measurement: Post Secondary Indicators Indicators Indicators Indicators Indicators Indicators

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Post Secondary: Call to Action

1

2

3

TBD

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Post Secondary: Strategies

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2

3

TBD

• Overview of the Compact Board “Scope of Work” – Coordinate community assessment to identify strengths/weaknesses and best ROI to

maximize student outcomes – In conjunction with MHUW & Piton, work with the CBOs to map program initiatives to

strategies to indicators to high level community outcomes • Evaluate current state of programming to eliminate duplication and identify programmatic gaps • Elevate best practices • In coordination with CBOs and funding community align resources to maximize outcomes

• Funders create as much “chaos” in the CBO community as the lack of CBO alignment creates a lack of alignment

• Perceived Value of Compact in the community: – Identify big ideas to try that will have greater impact on student achievement – Identify gaps: what is missing in the community based initiatives that would have a greater

impact on student success – Determine how to maximize network efficiencies – How do community partners integrate with educational institutions to innovate and drive

improved outcomes

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Preliminary Findings

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As Board members, you each represent a unique segment of the community. You are key to the success of the Compact by bringing the community together around the following strategies: 1. Align the work of funders, CBOs and community partners. 2. Elevate best practices. 3. Reduce program/service duplication. 4. Ensure the highest return on investment for our kids and our

community.

Compact: Role & Purpose